Related Experiment Video
Updated: Dec 12, 2025

Assessing Dyslexia at Six Year of Age
Published on: May 1, 2020
Exploring the Associations Between Delayed School Entry and Achievement in Primary and Secondary School
Sally A Larsen1, Callie W Little1, William L Coventry1
1University of New England.
Abstract:
This research investigated whether delayed school entry was associated with higher achievement in national tests of reading and numeracy in Grades 3, 5, 7, and 9 (n = 2,823). Delayed entry was related to advantages in reading (0.14 SD) and numeracy (0.08 SD) at Grade 3, although little variance was explained (1%-2%). This slight advantage persisted for both domains in Grades 5 and 7, albeit with smaller effects. In Grade 9 there was no association between delayed entry and either reading or numeracy. Exploratory analyses with subsamples in each grade (n = 424-667) revealed no associations between delayed entry and achievement after controlling for inattention and hyperactivity, and negative associations between inattention and achievement in all grades in both domains (-0.33, -0.49 SD).
More Related Videos
Related Concept Videos
Correlations
Information Processing Approach
Attention-Deficit/Hyperactivity Disorder
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....
Environmental Influences on Intelligence
Conduct Disorder
Learning Disabilities
Dyslexia
Dyslexia is a...

