A Study of the Effect of Chronological Age at Entrance to First Grade on the Reading Ability of Eighth Grade Pupils

In school systems, among educators and psychologists throughout the country, it has long been recognized that many children are failing to learn to read at the time the initial reading instruction is presented. Some experts have believed that one of the major reasons for this reading failure, stems from the fact that reading instruction was first presented at an age too young, chronologically and mentally, that it, less than six years four months to six years six months, for first grade pupils to benefit from such instruction. As records were available, it was decided to undertake a statistical study in order to test this hypothesis