Jeon, Hyun-JooPeterson, Carla A.Wall, ShavaunCarta, Judith J.Gayle, LuzeEshbaugh, Elaine M.Swanson, Mark2013-04-082013-04-082011Hyun-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.https://hdl.handle.net/1808/10967This is the publisher's version, also found here: http://cec.metapress.com/content/v63130ux17623148/?p=2ad55b44ec3e4a3d8e66dcb0b3680616&pi=3This 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.en-USArticleopenAccess