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Predicting School Readiness for Low-Income Children With Disability Risks Identified Early.
Jeon, Hyun-Joo Peterson, Carla A. Wall, Shavaun Carta, Judith J. Gayle, Luze Eshbaugh, Elaine M. Swanson, Mark
Jeon, Hyun-Joo
Peterson, Carla A.
Wall, Shavaun
Carta, Judith J.
Gayle, Luze
Eshbaugh, Elaine M.
Swanson, Mark
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Abstract
This study examined school readiness at kindergarten entry for low-income children
whose disability indicators were identified before age 3. Data were collected as part ofthe Early
Head Start Research and Evaluation Longitudinal Follow-Up study. Children who had suspected
developmental delays and did not receive Part C services had lower preacademic skill scores at
kindergarten entry than those who had no disability indicators. In contrast, the preacademic skills
at age 5 of children who received Part C services did not differ from those who had no disability
indicators. A large proportion of children who had suspected developmental delays and did not
receive Part C services by age 3 received Part B services later. Results highlight the importance of
early intervention for low-income children who have suspected developmental delays to enhance
their school readiness skills.
Description
This is the publisher's version, also found here: http://cec.metapress.com/content/v63130ux17623148/?p=2ad55b44ec3e4a3d8e66dcb0b3680616&pi=3
Date
2011
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Council for Exceptional Children
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Research Projects
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Citation
Hyun-joo, J., Peterson, C.A., Wall, S., Carta, J.J., et al. (2011) Predicting School Readiness for Low-Income Children With Disability Risks Identified Early. Exceptional Children, 77 (4), 435-452.