Predicting school readiness for low-income children with disability risks identified early
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 of the 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. © 2011 Council for Exceptional Children.
School of Applied Human Sciences
Original Publication Date
DOI of published version
Jeon, Hyun Joo; Peterson, Carla A.; Wall, Shavaun; Carta, Judith J.; Luze, Gayle; Eshbaugh, Elaine M.; and Swanson, Mark, "Predicting school readiness for low-income children with disability risks identified early" (2011). Faculty Publications. 1926.