Nature-nurture in the classroom: entrance age, school readiness, and learning in children.
Nature-nurture in the classroom: entrance age, school readiness, and learning in children.
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课堂上的自然-教养：入学年龄、入学准备和儿童学习。
DOI：
10.1037//0012-1649.33.2.254
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发表时间：
1997
期刊：
影响因子：
--
通讯作者：
Alberts,DM
中科院分区：
文献类型：
--
作者：
Morrison,FJ;Griffith,EM;Alberts,DM
考察了入学年龄对一年级学生阅读和数学成绩的影响。研究发现了过去研究的方法论问题，包括成绩差异较小，没有考虑到背景变量，以及成绩水平与学习程度的混淆。研究人员采用岗位前设计，考察了年龄较小的一年级学生、年龄较大的一年级学生和年龄较大的幼儿园儿童的阅读和数学发展情况。将这些群体的背景信息与在幼儿园多坚持一年或多保留一年的儿童进行比较，发现背景差异最小。结果显示，年轻的一年级学生在整个学年的进步与年龄较大的一年级学生一样多，而且比年龄较大的幼儿园儿童进步更多。总体而言，研究结果表明，入学年龄本身并不能很好地预测学习或学业风险。
The impact of entrance age on reading and mathematics achievement in 1st grade was examined. Methodological problems with past research were identified, including small size of achievement differences, failure to take background variables into account, and confusion of achievement levels with degree of learning. Using a pre–post design, growth of reading and mathematics was examined in younger 1st graders, older 1st graders, and older kindergarteners. Comparisons of background information on these groups with children who were either held out prior to or retained an extra year in kindergarten, produced minimal background differences. Results revealed that younger 1st graders made as much progress over the school year as did older 1st graders and made far more progress than older kindergarteners. Overall, findings demonstrated that, in itself, entrance age was not a good predictor of learning or academic risk.(PsycInfo Database Record (c) 2020 APA, all rights reserved)