• 主题
高级搜索  >
历史搜索 清空历史
首页> 美国政府科技报告 >Statistics in Report: The Early Reading and Mathematics Achievement of Children Who Repeated Kindergarten or Who Began School a Year Later
【24h】

Statistics in Report: The Early Reading and Mathematics Achievement of Children Who Repeated Kindergarten or Who Began School a Year Later

机译：报告统计：重复幼儿园或一年后开始上学的儿童的早期阅读和数学成绩

获取原文
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Most children enter kindergarten when they are 5 years of age and move into first grade when they are 6. This time period is marked by great developmental change (Sameroff and Haith 1996), and children differ in what they can and cannot do socially, physically, and cognitively. Therefore, parents and educators are concerned whether certain children will have the knowledge and skills at age 5 to succeed in kindergarten. Over the years, policies and practices have emerged that are intended to improve childrens early school experiences by giving them more time to develop and mature (e.g., changing age of entry requirements, transitional grades, readiness testing). Two such kindergarten enrollment strategies are retaining children for a second year of kindergarten and delaying the start of their first year of kindergarten. This report uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to examine the relationship between kindergarten enrollment status (e.g., repeating kindergarten or delaying entry into kindergarten) and childrens spring first grade reading and mathematics achievement.

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号