Rights statement: This is the author’s version of a work that was accepted for publication in Learning and Instruction. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Learning and Instruction, 77, 2022 DOI: 10.1016/j.learninstruc.2021.101537
Accepted author manuscript, 1.07 MB, PDF document
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Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Can holistic school readiness evaluations predict academic achievement and special educational needs status? Evidence from the Early Years Foundation Stage Profile. / Atkinson, A. L.; Hill, L. J.B.; Pettinger, K. J. et al.
In: Learning and Instruction, Vol. 77, 101537, 28.02.2022.Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Can holistic school readiness evaluations predict academic achievement and special educational needs status? Evidence from the Early Years Foundation Stage Profile
AU - Atkinson, A. L.
AU - Hill, L. J.B.
AU - Pettinger, K. J.
AU - Wright, J.
AU - Hart, A. R.
AU - Dickerson, J.
AU - Mon-Williams, M.
N1 - This is the author’s version of a work that was accepted for publication in Learning and Instruction. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Learning and Instruction, 77, 2022 DOI: 10.1016/j.learninstruc.2021.101537
PY - 2022/2/28
Y1 - 2022/2/28
N2 - This study examined the predictive validity of holistic school readiness evaluations using the ‘good level of development’ outcome from the Early Years Foundation Stage Profile (EYFSP). The EYFSP assesses a range of abilities at school entry including academic, language, socio-emotional, and motor skills. In particular, we examined whether the assessment predicted reading, writing, maths, and science ability two years later and future special educational needs (SEN) status (N = 3739–5768). Children who reached a good level of development had higher odds of performing at expected (vs. below expected) levels on later academic assessments. This was particularly true for children with SEN. Reaching a good level of development also increased the odds of performing at above expected (vs. expected) levels on the academic assessments and lowered the odds of requiring SEN support. This demonstrates that holistic school readiness evaluations are powerful tools that can identify ‘at risk’ children.
AB - This study examined the predictive validity of holistic school readiness evaluations using the ‘good level of development’ outcome from the Early Years Foundation Stage Profile (EYFSP). The EYFSP assesses a range of abilities at school entry including academic, language, socio-emotional, and motor skills. In particular, we examined whether the assessment predicted reading, writing, maths, and science ability two years later and future special educational needs (SEN) status (N = 3739–5768). Children who reached a good level of development had higher odds of performing at expected (vs. below expected) levels on later academic assessments. This was particularly true for children with SEN. Reaching a good level of development also increased the odds of performing at above expected (vs. expected) levels on the academic assessments and lowered the odds of requiring SEN support. This demonstrates that holistic school readiness evaluations are powerful tools that can identify ‘at risk’ children.
KW - Educational attainment
KW - Primary education
KW - School readiness
KW - Special educational needs
U2 - 10.1016/j.learninstruc.2021.101537
DO - 10.1016/j.learninstruc.2021.101537
M3 - Journal article
AN - SCOPUS:85113837337
VL - 77
JO - Learning and Instruction
JF - Learning and Instruction
SN - 0959-4752
M1 - 101537
ER -