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Effects of Two-Year Kindergarten Programs at the End of Third Grade.
Prohaska, Ledette Kelton – 1991
The purpose of this study was to compare the reading achievement of third graders who had attended kindergarten for one year with that of third graders who had been given two years of kindergarten. A review of the literature revealed that the majority of studies in this area showed that the practice of retaining students did not serve the intended…
Descriptors: Academic Achievement, Cognitive Development, Developmentally Appropriate Practices, Grade Repetition