Kindergarten school readiness and fourth-grade literacy and numeracy outcomes of children with special needs: A population-based study

Jennifer E.V. Lloyd, Lori G. Irwin, Clyde Hertzman

Research output: Contribution to journalArticlepeer-review

20 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)583-602
Number of pages20
JournalEducational Psychology
Volume29
Issue number5
DOIs
StatePublished - Mar 1 2009
Externally publishedYes

Keywords

  • Assessment outcomes
  • Kindergarten
  • Primary
  • Special education
  • Special needs

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