The Effects of Early Entrance to Kindergarten on Reading Achievement

Abstract

This study investigated the effects of kindergarten entrance age on reading achievement scores at the end of first and sixth grade. The subjects in. this study were one hundred nineteen first grade students and ninety sixth grade students attending classes at the Albion Central School, a small rural district located in Western New York State. Subjects were identified as either early or later kindergarten entrants. The Stanford Achievement Test (1982) was administered in May 1986 to measure subjects' total reading achievement. A Chi-square test of independence was calculated for the categories of early and later kindergarten entrants. A separate Chi-square was calculated for the first and sixth grade samples. Results indicated that there was a significant difference in the reading achievement test scores of early and later kindergarten entrants at the end of first grade. A smaller percentage than expected of early entrants was observed in the high achievement category. A greater percentage than expected of early entrants was observed in the low achievement category. However, in the sixth grade sample no significant difference was observed in the reading achievement of early and later kindergarten entrants.