NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ929599
Record Type: Journal
Publication Date: 2010
Pages: 15
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-0256-8543
The Effects of Age at Kindergarten Entry on the Reading Proficiency of African American and European American Students
Easton-Brooks, Donald; Brown, Amber
Journal of Research in Childhood Education, v24 n2 p97-111 2010
European American students are more likely delayed entrance in kindergarten than African American students. This study examined whether age at kindergarten entry influences the reading proficiency skills of African American and European American students at the start of kindergarten, at the end of first grade, and at the end of third grade. Using a sample of 1,320 African Americans and 4,399 European American public school students from the Early Childhood Longitudinal Study-K-5, the study found that age at kindergarten entrance had a significant effect on the reading proficiency at the start of kindergarten and by the end of third grade. In addition, the study found that when entering kindergarten when age eligible, the reading proficiency skills of African American and European American students were not significantly different and neither was the reading proficiency growth between kindergarten and third grade. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 3; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey