The early entrants had higher mean achievement scores at the end of grade 2; study suggests early education is valuable in development. Data is tabulated. (SP)

Results offer empirical support to Ilg and Ames's claim that the Gesell battery is an excellent predictor of school readiness. The close similarity of the Piaget and Gesell tests accords well with previous findings that the two tests have much in common. (Authors/MB)

Aim of the study is to assess empirically the interrelationships among some of Piaget's and Gesell's behavioral tasks. (Author)

Development of a screening tool for detecting developmental disabilities and at-risk conditions in younger children is described. Data obtained from this tool are correlated with two other widely used screening instruments. Future research should continue to explore the interrelationship of items on screening instruments to obtain valid and…

Although the concept of learning readiness has been recognized for over a century, the term readiness did not appear until the 1920s. Readiness efforts must be considered in terms of their effect on the quality of life for young children, and continued evaluation of activities must take place in these terms. (JN)

Findings supported the theory that children born late in the year are significantly more likely to be referred for academic problems in the primary grades than are children born early in the year. (CL)

In Baton Rouge, Louisiana, teachers and parents use a kindergarten screening and academic readiness intervention program that nips potential learning problems in the bud. (Editor/SJL)

The responses of 322 beginning first graders to the six subtests of the Metropolitan Readiness Test were factor analyzed. A single General Readiness factor appeared to best describe the instrument. Implications for use of the Metropolitan Readiness Test are briefly discussed. (Author)

Questions are raised regarding the appropriateness of testing children for school readiness from both a conceptual standpoint and in terms of the negative reactions created in both children and parents. (JD)

Examines whether retention continues to be embraced by North Carolina teachers. Surveys (1) how many children were promoted but considered (by teachers) not ready for promotion; and (2) reasons given for retention and/or lack of readiness for first grade. Notes that as many children were retained as were deemed not ready for first grade but were…

Research suggests that delayed entry into kindergarten has a better chance than kindergarten retention of helping at-risk children avoid school failure. Educators are cautioned to take into account the interactions among race and ethnicity, gender, socioeconomic status, and age. Some researchers view full-day kindergarten as one way of providing…

We need to develop better forms of school readiness assessment that do not encourage tracking, narrowing the curriculum, or kindergarten retention. This article describes three examples of work-in-progress from the state of Georgia, a test publisher (CTB Macmillan/McGraw-Hill), and a research scientist, Samuel Meisels. Includes seven references.…

Data from 102 of 108 local education authorities in England showed a trend toward earlier admission to school (age 4). Provision of appropriate conditions for four-year olds had been a low priority in many districts. Factors influencing the trend included government policy, funding changes, and lack of high-quality preschool facilities. (SK)