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Season of Birth Is Related to Child Retention Rates, Achievement, and Rate of Diagnosis of Specific LD

Psychology Department of the University of Georgia

Patricia Foels

Department of Educational Psychology, School Psychology Program, of the University of Georgia

Greg Clanton

Department of Educational Psychology, School Psychology Program, of the University of Georgia

Kathryn Moon

Department of Educational Psychology, School Psychology Program, of the University of Georgia

A sizable literature has demonstrated that the achievement of children in early elementary school is related to their season of birth: Those born in summer typically perform less well than those born in the fall. A small literature indicates that more children diagnosed with specific learning disabilities (SLD) are born in the summer. We have begun to explore the possibility that the same processes may account for both outcomes. In order to better understand these processes, the standardized achievement levels and rates of diagnosis of SLD for children born during each season were studied in one geographical area of the State of Georgia served by 28 school districts. Standardized achievement scores in reading, mathematics, and science were reliably lower for those born in the summer. Furthermore, there was a strong relationship between season of birth and the rate at which children received a diagnosis of SLD. Summer-born children were diagnosed with SLD at a higher rate than their peers. Four hypotheses for both the lower performance in the general school population and the greater rate of SLD diagnosis among these children are discussed.

Journal of Learning Disabilities, Vol. 37, No. 4, 307-317 (2004)
DOI: 10.1177/00222194040370040301


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