Longitudinal Study of Effects on Academic Achievement for Early and Late Age of School Entry

A large group of children was assessed at the end of kindergarten (1984) on a battery of achievement and ability assessment instruments. To examine the effects of age at kindergarten entry, the academic progress of those children continuing in the same school system was tracked at the end of grades...

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Veröffentlicht in:	Canadian journal of school psychology 1995-12, Vol.11 (1), p.43-51
Hauptverfasser:	Wilgosh, Lorraine, Meyer, Marliss, Mueller, Horst H.
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic achievement Educational psychology Longitudinal studies
Online-Zugang:	Volltext
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