This review discusses the literature on developmental readiness for school. Specifically included are annotations of articles on the following topics: academic failure and grade retention, failure and retention for immaturity alone, the concept of developmental readiness, chronological versus developmental age, testing of developmental readiness, procedures to follow when a child's developmental readiness is questioned, the results of "overplacement," and ways to set up a developmental readiness program. The document also includes two sample presentations on developmental readiness, one for parents and teachers and one for school boards. The final section contains a summary of the grade retention studies reviewed and offers conclusions and recommendations. In particular, it is concluded that: (1) chronological age gives no assurance of a child's readiness to undertake schoolwork; (2) children who are delayed in overall maturation can be predicted to fail academically; (3) repeating a school year for reasons of immaturity is a "gift of time" for the child; and (4) developmental readiness screening tests can predict future academic success or failure. Recommendations are given for implementing school retention policies, changing the age for school admission, instituting transitional pre-kindergarten or pre-first-grade classes, and informing educators and the community of the developmental readiness literature. Directions for future research are also proposed. (CB)