A recent study has found that delayed school entry may be linked to poor academic performance for children born prematurely or in summer. The so called “gift of time” practice of delaying school entry for some students until the following year may lead to poor academic performance later on, according to British researchers.
“Our study shows that delaying school entry has no effect on Year 1 teacher ratings of academic performance. But it is associated with poorer performance in age-standardized tests of reading, writing, mathematics and attention as the children get older,” the study’s corresponding author, Professor Dieter Wolke, from the Department of Psychology at the University of Warwick, said.
The researchers emphasized that they cannot say that the delay is what causes the poor performance later, but that there is a definite link.
The study’s co-author, Julia Jaekel, from the Department of Developmental Psychology at Ruhr-University Bochum in Germany said that “missing one year of learning opportunities was associated with poorer average performance in standardized tests at 8 years of age for both pre-term and full-term children.”