TY - JOUR
T1 - Kindergarten school readiness and fourth-grade literacy and numeracy outcomes of children with special needs
T2 - A population-based study
AU - Lloyd, Jennifer E.V.
AU - Irwin, Lori G.
AU - Hertzman, Clyde
N1 - Funding Information:
We thank the Canadian Institutes of Health Research (CIHR) and the Michael Smith Foundation for Health Research (MSFHR) for supporting this research. Thanks also to Dr. Brenda Poon, Dr. Hillel Goelman, Alex Mann, Dr. Mari Pighini, Bill Standeven, and the members of HELP’s Child & Youth Developmental Trajectories Research Unit for their guidance on earlier drafts. We also thank the British Columbia Ministry of Education (Alex Mann, Brent Munro) for approving use of their data in this study, and Edudata Canada (Dr. Maria Trache) for facilitating access to the Ministry data.
Publisher Copyright:
© 2009 Taylor & Francis.
PY - 2009/3/1
Y1 - 2009/3/1
N2 - In British Columbia, Canada, two population-based databases have been linked at the level of the individual child: the Early Development Instrument, a Kindergarten school readiness measure; and the Foundation Skills Assessment, a Grade Four academic assessment. Utilising these linked data, we explored the early school readiness, literacy, and numeracy outcomes of a province-wide study population of children with special needs (N = 3677) followed longitudinally from Kindergarten to Grade Four. In particular, we explored the categories of special needs among our study population. In addition, we investigated the Kindergarten school readiness and Grade Four literacy and numeracy outcomes of children with special needs. We also explored the Grade Four literacy and numeracy outcomes of children with special needs who were ‘not school ready’ at Kindergarten. Finally, we identified the categories of special needs of children who participated in the Kindergarten data collection, but were missing literacy and numeracy scores at Grade Four. Future directions are discussed.
AB - In British Columbia, Canada, two population-based databases have been linked at the level of the individual child: the Early Development Instrument, a Kindergarten school readiness measure; and the Foundation Skills Assessment, a Grade Four academic assessment. Utilising these linked data, we explored the early school readiness, literacy, and numeracy outcomes of a province-wide study population of children with special needs (N = 3677) followed longitudinally from Kindergarten to Grade Four. In particular, we explored the categories of special needs among our study population. In addition, we investigated the Kindergarten school readiness and Grade Four literacy and numeracy outcomes of children with special needs. We also explored the Grade Four literacy and numeracy outcomes of children with special needs who were ‘not school ready’ at Kindergarten. Finally, we identified the categories of special needs of children who participated in the Kindergarten data collection, but were missing literacy and numeracy scores at Grade Four. Future directions are discussed.
KW - Assessment outcomes
KW - Kindergarten
KW - Primary
KW - Special education
KW - Special needs
UR - http://www.scopus.com/inward/record.url?scp=73049095854&partnerID=8YFLogxK
U2 - 10.1080/01443410903165391
DO - 10.1080/01443410903165391
M3 - Article
AN - SCOPUS:73049095854
SN - 0144-3410
VL - 29
SP - 583
EP - 602
JO - Educational Psychology
JF - Educational Psychology
IS - 5
ER -