Hostname: page-component-78c5997874-fbnjt Total loading time: 0 Render date: 2024-11-05T13:24:19.234Z Has data issue: false hasContentIssue false
  • English
  • Français

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

Published online by Cambridge University Press:  29 October 2015

Janet Fletcher ,
Jemma Millar  and
Frances Davies
Janet Fletcher*
Affiliation:
The University of Western Australia
Jemma Millar
Affiliation:
The University of Western Australia
Frances Davies
Affiliation:
The University of Western Australia
*
School of Psychology, The University of Western Australia, 35 Stirling Highway, CRAWLEY, WA 6009, Email: [email protected]
Get access

Abstract

Davies and Fletcher (2001) 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, self-concept, and social skills of the 3 groups (ṉ = 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.

Keywords

LiteracyPre-primary RepetitionSelf-conceptSocial SkillsSocio-emotional Development
Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 22 , Issue 2 , 2005 , pp. 4 - 17
Copyright
Copyright © Australian Psychological Society 2005

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alexander, K.L., Entwisle, D.R., & Dauber, S.L. (1994). On the success of failure: A reassessment of the effects of retention in the primary grades. New York: Cambridge University Press.Google Scholar
Beebe-Frankenberger, M., Bocian, K.M., MacMillan, D.L. & Gresham, F.M. (2004). Sorting second-grade students: Differentiating those retained from those promoted. Journal of Educational Psychology, 96(2), 204–215.CrossRefGoogle Scholar
Davies, F., & Fletcher, J. (2001). Repetition of the pre-primary year: Why is it done, and what is its effect? The Australian Educational and Developmental Psychologist, 18(1), 42–60.CrossRefGoogle Scholar
Demaray, M.K., Ruffalo, S.L., Carlson, J., Busse, R.T., Olson, A.E., McManus, S.M., & Leventhal, A. (1995). Social skills assessment: A comparative evaluation of six published rating scales. School Psychology Review, 24(4), 648–671.CrossRefGoogle Scholar
Dennebaum, J.M., & Kulberg, J.M. (1994). Kindergarten retention and transition classrooms: Their relationship to achievement. Psychology in the Schools, 31, 5–12.3.0.CO;2-6>CrossRefGoogle Scholar
Ferguson, P.C. (1991). Longitudinal outcome differences among promoted and transitional at-risk kindergarten students. Psychology in the Schools, 28, 139–146.3.0.CO;2-Z>CrossRefGoogle Scholar
Ferguson, P., Jimerson, S.R., & Dalton, M.J. (2001). Sorting out successful failures: Exploratory analyses of factors associated with academic and behavioural outcomes of retained students. Psychology in the Schools, 38(4), 327–341.CrossRefGoogle Scholar
Glick, M., & Zigler, E. (1985). Self-image: A cognitive-developmental approach. In Leahy, R.L. (Ed.), Handbook of self-concept (pp. 1–53). Orlando: Academic Press Inc.Google Scholar
Gottfredson, D.C, Fink, C.M., & Graham, N. (1994). Grade retention and problem behaviour. American Educational Research Journal, 31(4), 761–784.CrossRefGoogle Scholar
Gresham, F.M., & Elliot, S.N. (1990) Social Skills Rating System manual. Circle Pines, Minnesota: American Guidance Service.Google Scholar
Harter, S. (1985). Competence as a dimension of self-evaluation: Toward a comprehensive model of self-worth. In Leahy, R.L. (Ed.), Handbook of self-concept (pp. 55–121). Orlando: Academic Press Inc.Google Scholar
Holmes, C.T., & Matthews, K.M. (1984). The effects of nonpromotion on elementary and junior high school pupils: A meta-analysis. Review of Educational Research, 54(2), 225–236.CrossRefGoogle Scholar
Jackson, G.B. (1975). The research evidence on the effects of grade retention. Review of Educational Research, 45(4), 613–635 CrossRefGoogle Scholar
Jimerson, S., Carlson, E., Rotert, M., Egeland, B., & Sroufe, L.A. (1997). A prospective longitudinal study of the correlates and consequences of early grade retention. Journal of School Psychology, 35(1), 3–25.CrossRefGoogle Scholar
Keith, L.K., & Bracken, B.A. (1996). Self-concept instrumentation: A historical and evaluative review. In Bracken, B.A. (Ed.), Handbook of self-concept (pp. 91–170). New York: John Wiley and Sons.Google Scholar
Kenny, D. (1989a). The effect of grade repetition on the social /emotional adjustment of infants and primary students. The Australian Educational and Developmental Psychologist, 6, 1–10.CrossRefGoogle Scholar
Kenny, D. (1989b). The effect of grade repetition on the academic performance of infants and primary students. The Australian Educational and Developmental Psychologist, 5, 11–16.CrossRefGoogle Scholar
Mantzicopoulos, P., & Morrison, D. (1992). Kindergarten retention: Academic and behavioural outcomes through the end of second grade. American Educational Research Journal, 29(1), 182–198.CrossRefGoogle Scholar
Mantzicopoulos, P.Y., & Neuharth-Pritchett, S. (1998). Transitional first-grade referrals: An analysis of school-related factors and children’s characteristics. Journal of Educational Psychology, 90(1), 122–133 CrossRefGoogle Scholar
Marsh, , (1988). Self Description Questionnaire: A theoretical and empirical basis for the measurement of multiple dimensions of preadolescent self-concept: A test manual and a research monograph. San Antonio, TX: Psychological Corporation.Google Scholar
Marsh, H.W., Craven, R.G., & Debus, R. (1991). Self-concepts of young children 5 to 8 years of age: Measurement and multidimensional structure. Journal of Educational Psychology, 83(3), 377–392.CrossRefGoogle Scholar
May, D.C., & Welch, E.L. (1984). The effects of developmental placement and early retention on children’s later scores on standardised tests. Psychology in the Schools, 21, 381–385.3.0.CO;2-6>CrossRefGoogle Scholar
Meisels, S.J., & Liaw, F. (1993). Failure in grade: Do retained students catch up? Journal of Educational Research, 87(2), 69–77.CrossRefGoogle Scholar
Pagano, R.R. (1998). Understanding statistics in the behavioral sciences (5th ed). Pacific Grove: Brooks/Cole Publishing Company.Google Scholar
Peterson, S.E., DeGracie, J.S., & Ayabe, C.R. (1987). A longitudinal study of the effects of retention/promotion on academic achievement. American Educational Research Journal, 24(1), 107–118.CrossRefGoogle Scholar
Pierson, L.H., & Connell, J.P. (1992). Effect of grade retention on self-system processes, school engagement, and academic performance. Journal of Educational Psychology, 84(3), 300–307.CrossRefGoogle Scholar
Pomplun, M. (1988). Retention: The earlier, the better? Journal of Educational Research, 81(5), 281–287.CrossRefGoogle Scholar
Tabachnick, B.G., and Fidell, L.S. (1996). Using multivariate statistics (3rd ed.). New York: Harper Collins College Publishers.Google Scholar
Woodcock, R.W. (1987). Woodcock Reading Mastery Tests — Revised. Circle Pines, Minnesota: American Guidance Service.Google Scholar
Westwood, P. (1993). The South Australian Spelling Test. In Westwood, P. (1999). Spelling: Approaches to teaching and assessment. Camberwell, Victoria: ACER.Google Scholar