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| Psychology in the Schools | 7 |
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| May, Deborah C. | 2 |
| Breznitz, Zvia | 1 |
| DeSimone, Philip S. | 1 |
| Dietz, Carol | 1 |
| Kundert, Deborah K. | 1 |
| Proctor, Theron B. | 1 |
| Shepard, Lorrie A. | 1 |
| Sweetland, John D. | 1 |
| Teltsch, Tamar | 1 |
| Welch, Edward | 1 |
| Wilson, Barry J. | 1 |
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| Journal Articles | 7 |
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Peer reviewedDietz, Carol; Wilson, Barry J. – Psychology in the Schools, 1985
Studied effects of beginning school age and gender on later school achievement and retention in grade (N=117). No significant differences among the three age groups were found at kindergarten, second, or fourth grade. Differences in achievement between boys and girls were noted. (BH)
Descriptors: Academic Achievement, Age Differences, Elementary Education, Elementary School Students
Peer reviewedMay, Deborah C.; Welch, Edward – Psychology in the Schools, 1986
One hundred and fifty-two children were classified by birthdate and sex and compared on their performances on the Gesell Screening Test, the Gesell School Readiness Test (GSRT), and the Stanford Achievement Test. Females scored higher than males on the GSRT but no interations between birthdate and sex were found. (Author/ABB)
Descriptors: Age Differences, Early Childhood Education, Preschool Children, School Entrance Age
Peer reviewedSweetland, John D.; DeSimone, Philip S. – Psychology in the Schools, 1987
Studied children (N=152) who had resided in same school district for grades one through six to determine if birthdate had effect on academic achievement. Results showed in general that children born in later quarters of year performed less well than children born earlier in the year for grades one through four. (Author/ABL)
Descriptors: Academic Achievement, Age Differences, Developmental Stages, Elementary Education
Peer reviewedMay, Deborah C.; Kundert, Deborah K. – Psychology in the Schools, 1997
Examines school readiness practices, along with the conceptual problems with the ways that "readiness" and "at risk" are defined. Analyzes methodological problems, delayed school entrance, and focuses on studies that examined future school retention rates, later use of special education services, and drop-out rates. Offers suggestions for best…
Descriptors: Age Grade Placement, Children, Definitions, Elementary Education
Peer reviewedProctor, Theron B.; And Others – Psychology in the Schools, 1988
Describes early admission as the first step in adjusting formal educational programing to meet the educational, social, and emotional needs of intellectually advanced children. Emphasizes the benefits to the child and potential benefits to society of meeting the intellectually advanced child's needs, advocating that school systems establish early…
Descriptors: Admission Criteria, Children, Cognitive Ability, Early Admission
Peer reviewedShepard, Lorrie A. – Psychology in the Schools, 1997
Reviews both the technical and policy aspects of readiness testing in local school districts. Summarizes policy context, motivations behind the tests, and consequences. Discusses the types of readiness tests and developmental screening measures misused as readiness tests, along with evidence of these measures' substantive and technical validity.…
Descriptors: Age Grade Placement, Children, Elementary Education, School Entrance Age
Peer reviewedBreznitz, Zvia; Teltsch, Tamar – Psychology in the Schools, 1989
Examined school entrance age effect on academic achievement and social-emotional adjustment among 137 fourth graders. Found that differences between 73 oldest and 64 youngest subjects, identified in first grade, persisted in part to fourth grade. Younger subjects scored lowest in mathematics and oral and silent reading comprehension; were slower…
Descriptors: Academic Achievement, Age Differences, Elementary Education, Emotional Adjustment
