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  • Atkinson_et_al_2022

    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

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Can holistic school readiness evaluations predict academic achievement and special educational needs status? Evidence from the Early Years Foundation Stage Profile

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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.

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Atkinson AL, Hill LJB, Pettinger KJ, Wright J, Hart AR, Dickerson J et al. Can holistic school readiness evaluations predict academic achievement and special educational needs status? Evidence from the Early Years Foundation Stage Profile. Learning and Instruction. 2022 Feb 28;77:101537. Epub 2021 Aug 28. doi: 10.1016/j.learninstruc.2021.101537

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@article{bab3bfd30bcb453da6840142f32bd58d,
title = "Can holistic school readiness evaluations predict academic achievement and special educational needs status? Evidence from the Early Years Foundation Stage Profile",
abstract = "This study examined the predictive validity of holistic school readiness evaluations using the {\textquoteleft}good level of development{\textquoteright} 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 {\textquoteleft}at risk{\textquoteright} children.",
keywords = "Educational attainment, Primary education, School readiness, Special educational needs",
author = "Atkinson, {A. L.} and Hill, {L. J.B.} and Pettinger, {K. J.} and J. Wright and Hart, {A. R.} and J. Dickerson and M. Mon-Williams",
note = "This is the author{\textquoteright}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",
year = "2022",
month = feb,
day = "28",
doi = "10.1016/j.learninstruc.2021.101537",
language = "English",
volume = "77",
journal = "Learning and Instruction",
issn = "0959-4752",
publisher = "Elsevier BV",

}

RIS

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 -