Repetition of the pre-primary year: The impact on literacy and socio-emotional outcomes in year 2

Janet Fletcher, J.L. Millar, F. Davies

Research output: Contribution to journalArticle

Abstract

Davies and Fletcher reported on the practice of pre-primary grade repetition in Western Australia. The current study examines the longer- term academic and social outcomes for children who participated in the 2001 study. Its purpose was to determine whether significant longer- term differences existed between children who had repeated pre-primary, children who were considered at risk of not coping in year 1, and a control group of children who were considered competent at the start of year 1. The differences between the literacy levels, se/f-concept, and social skills of the 3 groups (n = 33) were examined at the end of year 2. The competent group had significantly better literacy skills than the at-risk group, while the retained group lay midway between the two groups on these measures. No significant differences were found between the 3 groups on measures of socio-emotional development. The implications of these findings for school policy on grade repetition are discussed
Original languageEnglish
Pages (from-to)4-17
JournalAustralian Educational and Developmental Psychologist
Volume22
Issue number2
Publication statusPublished - 2005

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Western Australia
Control Groups
Literacy
Social Skills

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abstract = "Davies and Fletcher reported on the practice of pre-primary grade repetition in Western Australia. The current study examines the longer- term academic and social outcomes for children who participated in the 2001 study. Its purpose was to determine whether significant longer- term differences existed between children who had repeated pre-primary, children who were considered at risk of not coping in year 1, and a control group of children who were considered competent at the start of year 1. The differences between the literacy levels, se/f-concept, and social skills of the 3 groups (n = 33) were examined at the end of year 2. The competent group had significantly better literacy skills than the at-risk group, while the retained group lay midway between the two groups on these measures. No significant differences were found between the 3 groups on measures of socio-emotional development. The implications of these findings for school policy on grade repetition are discussed",
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Repetition of the pre-primary year: The impact on literacy and socio-emotional outcomes in year 2. / Fletcher, Janet; Millar, J.L.; Davies, F.

In: Australian Educational and Developmental Psychologist, Vol. 22, No. 2, 2005, p. 4-17.

Research output: Contribution to journalArticle

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