The Birthdate Effect: Fact or Artifact?

Gredler, Gilbert R.

doi:10.1177/002221948001300502

Cited by 35 publications

(22 citation statements)

References 6 publications

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“…Those bom in January of the same calendar year are eleven months older than their Decemberborn classmates. This birthdate effect has been researched with inconclusive and conflicting results (DiPasquale, Moule, & Flewelling, 1980;Gredler, 1980;Badian, 1984).…”

Section: Relative Age Within Gradementioning

confidence: 99%

The effects of month of birth and gender on elementary reading and writing fluency scores using curriculum-based measurement.

Hedekar¹

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This manuscript has been reproduced from the microfilm m aster. UMI films the text directly from the original or copy submitted. Thus, som e thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer.The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction.In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion.Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand com er and continuing from left to right in equal sections with small overlaps.Photographs included in the original manuscript have been reproduced xerographically in this copy.Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order.ProQuest Information and Learning 300 North Zeeb Road, Ann Arbor. Ml 48106-1346 USA 800-521-0600 UMI' NOTE TO USERSThis reproduction is the best copy avaiiabie. UMI THE EFFECTS OF MONTH OF BIRTH AND GENDER ON ELEMENTARY READING AND WRITING FLUENCY SCORES USING CURRICULUM BASED MEASUREMENT 1STABSTRACT This study used Cuiriculum Based Measurement data o f students' reading and writing fluency to investigate the relationship between scores on these achievement measures, the gender o f the students, and the month in which the students were bom. The sample consisted o f 2,367 elementary school students randomly selected for a school district norming study. The measurements were collected by learning assistance teachers and support teachers in each elementary school. Successive measurements were taken during October, January, and April of the 1995/96 school year. A core group o f 1849 was utilized for the gender and birtfadate effect study. Scores were atudyzed using a two by tfiree analysis of variance. Gender, month of birth and the dependent variables of reading, and written expression scores were analyzed for each of the seven different grade levels. Repeated measures for October, January and April were compared for trends in reading, and written expression fluency over a school year. A consistent gender effect was found at all grade levels. Male students' mean score in reading, writing and spelling was lower than female students' mean score at every grade level. There was not a significant birthdate effect or a significant interaction between gender and month of birth. The month of a student's birth had no effect on the student's ability to read or write for any grade level.ti Tables V Acknowledgment vi

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Section: Relative Age Within Gradementioning

confidence: 99%

The effects of month of birth and gender on elementary reading and writing fluency scores using curriculum-based measurement.

Hedekar¹

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“…L'entrée précoce à l'école a suscité un intérêt marqué chez nos voisins du sud comme en font foi de nombreuses recensions des écrits (traditionnelles et méta-analyses) (Fox, 1977;Gabbard, 1960;Gredler, 1980;Maddux, 1983;Proctor, Black et Feldhusen, 1986;Rogers et Kimpston, 1992;Thompson et Meyer, 1961;Worcester, 1956). Par exemple, la majorité des études que recensent Proctor et al (1986) sur l'admission précoce au préscolaire et à la première année du primaire (21 recherches de 1928 à 1984) font état de conséquences développementales favorables.…”

Section: L'entrée Précoceunclassified

“…Dans cette perspective, les études sur l'importance des mois de naissance sur le développement global d'enfants qui fréquentent un même ordre scolaire montrent que les enfants plus jeunes rencontrent plus de difficultés d'apprentissage et socioaffectives que leurs aînés (Breznitz et Teltsch, 1989;Demeis et Stearns, 1992). Les difficultés d'apprentissage disparaissent toutefois durant le curriculum (Bretznitz et Teltsch, 1989;Davis, Trimble et Vincent, 1980;Dispasquales, Moule et Flewelling;1980;Shepard et Smith, 1985). Par contre, d'autres études ne font pas état de diffé-rences d'apprentissage et socioaffectives entre les plus jeunes et les plus âgés (Dietz et Wilson, 1985;Kinnard et Reinherz, 1986;May et Welch, 1986).…”

Section: Les Mois De Naissanceunclassified

L’impact développemental de la dérogation à l’âge d’admission au primaire

Deschamps

Larivée

2005

rse

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Cette recherche vise à vérifier si les enfants qui fréquentent la première année du primaire à la suite d’une entrée précoce à la maternelle présentent des habiletés intellectuelles, socioaffectives et de motricité fine égales ou supérieures à celles d’enfants qui fréquentent ce même ordre scolaire à la suite d’une admission régulière. Des analyses de variance multivariées ont été effectuées sur les scores aux habiletés intellectuelles (QI et notes scolaires), socioaffectives (questionnaire d’évaluation des comportements au primaire et répertoire d’habiletés à l’école) et de motricité fine (deux sous-tests de McCarthy, 1972). Les analyses univariées de la variance montrent que les enfants admis précocement à la maternelle ont un QI supérieur aux élèves admis à l’âge réglementaire, alors que c’est l’inverse en ce qui concerne la motricité fine et les comportements prosociaux.The aim of this study is to evaluate abilities related to intellectual, socioaffective and fine motor aspects of children who entered Grade 1 following an early admission into kindergarten as compared with those children who were admitted into kindergarten at the usual age. Multivariable analyses were performed for scores on measures of intellectual abilities (IQ and school performance), socio-affective abilities (questionnaire measuring school behaviour and a survey of school related abilities), and fine motor skills (two sub-tests of McCarthy, 1972). The univariable analyses showed that those children who had early kindergarten admission had higher IQ scores as compared with those following regular admission and that the inverse was found regarding fine motor skills and social behaviour.Esta investigación busca verificar si los niños que frecuentan el primer grado de la escuela primaria, luego de haber sido admitidos precozmente a establecimientos prescolares, presentan habilidades intelectuales, socioafectivas y de motricidad fina iguales o superiores a las de aquellos niños que frecuentan este mismo grado después de una admisión regular al prescolar. Se realizaron análisis de variancia sobre los resultados obtenidos por habilidades intelectuales (QI y notas académicas), socioafectivos (cuestionario de comportamientos en el primario y repertorio de habilidades en la escuela) y de motricidad fina (dos sub-test del McCarthy, 1972). Los análisis muestran que los niños admitidos precozmente al prescolar tienen un QI superior a aquellos que son admitidos en la edad reglamentaria, mientras que la inversa se constata en lo que hace a la motricidad fina y a los comportamientos prosociales.Diese Untersuchung versucht zu verifizieren, ob Schulanfänger, die auf Grund ihrer Begabung vorzeitig zur Vorschule zugelassen wurden, die gleichen oder höhere intellektuelle, sozioaffektive und feinmotorische Fähigkeiten besitzen als Schulanfänger mit einem « normalen » Vorschulbeginn. Es wurden multifaktorielle Varianzanalysen für die intellektuellen Fähigkeiten (IQ und Schulnoten), die sozioaffektiven Fähigkeiten (Verhaltensbewertung und Lernverhaltenskatalog) ...

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“…The same factors that may cause parents to delay or accelerate school entry of a child, such as perceived low ability or poor concentration, may influence the child's performance in school (Datar, 2003;Bedard & Dhuey, 2006;Gredler, 1980). This study does not attempt to find possible causal effects of age on academic performance; rather, the study evaluates the general correlation between age and achievement.…”

Section: -Methodologymentioning

confidence: 99%

“…Critics also derided what Gredler (1980) called "the destructive aspects of Gesellian psychology" (p. 9). They disapproved of many educational practices that emanate from the maturational approach.…”

Section: -Critique Of the Maturational Viewmentioning

confidence: 99%

The relationship between school-entry age and academic achievement in Lebanon. (c2011)

Oueis¹

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The Birthdate Effect: Fact or Artifact?

Cited by 35 publications

References 6 publications

The effects of month of birth and gender on elementary reading and writing fluency scores using curriculum-based measurement.

The effects of month of birth and gender on elementary reading and writing fluency scores using curriculum-based measurement.

L’impact développemental de la dérogation à l’âge d’admission au primaire

The relationship between school-entry age and academic achievement in Lebanon. (c2011)

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