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A Look at Some Important Factors in Assessing Readiness for SchoolGilbert R. Gredler is interested in school psychology, higher education administration, the field of reading and learning disabilities, and cross-age tutoring. He was formerly director of psychological services for the Atlanta Board of Education and a professor of psychology and chairman of the Department of School Psychology at Temple University, where he directed the Remediation Center. Requests for reprints should be sent to him at the Department of Psychology, University of South Carolina, Columbia, S.C. 29208. Previous articles in the Journal cited by the author have argued that some children either have insufficient intelligence or lack readiness for first-grade work, despite an appropriate chronological age. Retainment or delayed entry have been suggested as remedies. Gredler presents arguments and supporting data which seriously question these otherwise reasonable assertions. Those concerned at this time of year with decisions of retainment or delayed entry should find this article thought-provoking. — G.M.S. There has been an increased interest in the learning disabled child and the need for sophisticated diagnosis and remediation. However, many still believe that manipulation of the entrance age to school and grade retention will solve the problems of children retarded in reading. The efficacy of these approaches is analyzed. There is a need to examine the excessively high failure rate found in the primary grades and reconceptualize the factors involved in such failure.
Journal of Learning Disabilities, Vol. 11, No. 5,
284-290 (1978) This article has been cited by other articles:
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