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Adjustment outcomes of developmental placement: A longitudinal study

✍ Scribed by Lorraine L. Matthews; Deborah C. May; Deborah K. Kundert

Publisher: John Wiley and Sons
Year: 1999
Tongue: English
Weight: 34 KB
Volume: 36
Category: Article
ISSN: 0033-3085
DOI: 10.1002/(sici)1520-6807(199911)36:6<495::aid-pits5>3.0.co;2-n

No coin nor oath required. For personal study only.

✦ Synopsis

Over the years, educators and psychologists have recommended delaying school entry and have developed alternative interventions for young children identified as unready for school. These developmental placement interventions, including readiness kindergartens and pre-first classes, were developed to avoid both academic and social-emotional problems in schools. However, the efficacy of these programs has not been proven. This study examined school adjustment outcomes and emotional and learning difficulties, both short-term and longitudinally, for students who participated in readiness kindergartens and pre-first classes, as well as for control groups of students. Significant differences were noted in retention rates, dropout rates, and special education placement rates.

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