Inclusion and the practice of repeating Kindergarten in Australia

References

• Anderson, R. (2012). Indigenous students’ increasing risk of grade repetition in early schooling. The Australian Journal of Indigenous Education, 41, 196–207. doi:10.1017/jie.2012.17
   Google Scholar
• Andrew, M. (2014). The scarring effects of primary-grade retention? A study of cumulative advantage in the educational career. Social Forces, 93, 653–685. doi:10.1093/sf/sou074
   Google Scholar
• Augustine, J. M., & Crosnoe, R. (2010). Mothers’ depression and educational attainment and their children’s academic trajectories. Journal of Health and Social Behavior, 51, 274–290.10.1177/0022146510377757
   Google Scholar
• Australian Institute of Family Studies. (2012). Growing up in Australia: The longitudinal study of Australian children. Retrieved from https://www.aifs.gov.au/growingup/
   Google Scholar
• Blakemore, T., Gibbings, J., & Strazdins, L. (2006). Measuring the socio-economic position of families in HILDA and LSAC. Paper presented at the Australian Consortium for Social and Political Research Incorporated (ACSPRI) Conference, Sydney, Australia.
   Google Scholar
• De Lemos, M. M., & Doig, B. (1999). Who am I? Developmental assessment. Melbourne: Australian Council for Educational Research.
   Google Scholar
• Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., … Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428–1446.10.1037/0012-1649.43.6.1428
   Google Scholar
• Dunn, L. M., & Dunn, L. M. (1997). PPVT-III: Peabody picture vocabulary test. Form IIIB. Circle Pines, MN: American Guidance Service.
   Google Scholar
• Fletcher, K. L., & Reese, E. (2005). Picture book reading with young children: A conceptual framework. Developmental Review, 25, 64–103. doi:10.1016/j.dr.2004.08.009
   Google Scholar
• Fruehwirth, J. C., Navarro, S., & Takahashi, Y. (2016). How the timing of grade retention affects outcomes: Identification and estimation of time-varying treatment effects. Journal of Labour Economics, 34, 979–1021.
   Google Scholar
• Glascoe, F. P. (2000). Parents evaluation of developmental status: Authorized Australian version. Parkville: Centre for Community Child Health.
   Google Scholar
• Goodman, R. (1997). The strengths and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581–586. doi:10.1111/j.1469-7610.1997.tb01545.x
   Google Scholar
• Goodman, R., Ford, T., Simmons, H., Gatward, R., & Meltzer, H. (2000). Using the strengths and difficulties questionnaire (SDQ) to screen for child psychiatric disorders in a community sample. The British Journal of Psychiatry, 177, 534–539. doi:10.1192/bjp.177.6.534
   Google Scholar
• Harrison, L. J., & McLeod, S. (2010). Risk and protective factors associated with speech and language impairment in a nationally representative sample of 4- to 5-year-old children. Journal of Speech, Language, and Hearing Research, 53, 508–529. doi:10.1044/1092-4388(2009/08-0086)10.1044/1092-4388(2009/08-0086)
   Google Scholar
• Harrison, L. J., McLeod, S., Berthelsen, D., & Walker, S. (2009). Literacy, numeracy and learning in school-aged children identified as having speech and language impairment in early childhood. International Journal of Speech-Language Pathology, 11, 392–403. doi:10.1080/1754950090309374910.1080/17549500903093749
   Google Scholar
• Harrison, L. J., McLeod, S., McAllister, L., & McCormack, J. (2017). Speech sound disorders in preschool children: Correspondence between clinical diagnosis and teacher and parent report. Australian Journal of Learning Difficulties, 1–14. doi:10.1080/19404158.2017.1289964
   Google Scholar
• Hong, G., & Raudenbush, S. W. (2006). Evaluating Kindergarten retention policy. Journal of the American Statistical Association, 101, 901–910. doi:10.1198/016214506000000447
   Google Scholar
• Huang, F. L. (2014). Further understanding factors associated with grade retention: Birthday effects and socioemotional skills. Journal of Applied Developmental Psychology, 35, 79–93. doi:10.1016/j.appdev.2013.12.004
   Google Scholar
• Hughes, J. N., Chen, Q., Thoemmes, F., & Kwok, O. M. (2010). An investigation of the relationship between retention in first grade and performance on high stakes tests in third grade. Educational Evaluation and Policy Analysis, 32, 166–182. doi:10.3102/0162373710367682
   Google Scholar
• Hughes, C., Roman, G., Hart, M. J., & Ensor, R. (2013). Does maternal depression predict young children’s executive function? A 4-year longitudinal study. Journal of Child Psychology and Psychiatry, 54, 169–177. doi:10.1111/jcpp.12014
   Google Scholar
• Ialongo, N. S., Edelsohn, G., & Kellam, S. G. (2001). A further look at the prognostic power of young children’s reports of depressed mood and feelings. Child Development, 72, 736–747.10.1111/cdev.2001.72.issue-3
   Google Scholar
• Ikeda, M., & García, E. (2013). Grade repetition: A comparative study of academic and non-academic consequences. OECD Journal: Economic Studies, 2013, 269–315.
   Google Scholar
• Im, M. H., Hughes, J. N., Kwok, O. M., Puckett, S., & Cerda, C. A. (2013). Effect of retention in elementary grades on transition to middle school. Journal of School Psychology, 51, 349–365. doi:10.1016/j.jsp.2013.01.004
   Google Scholar
• Jiménez, A. L. (2011). Grade retention during compulsory education in Europe: Regulation and statistics. Revista Española de Educación Comparada, 18, 381–383.
   Google Scholar
• Jimerson, S. R., & Ferguson, P. (2007). A longitudinal study of grade retention: Academic and behavioral outcomes of retained students through adolescence. School Psychology Quarterly, 22, 314.10.1037/1045-3830.22.3.314
   Google Scholar
• Jimerson, S. R., Pletcher, S. M., Graydon, K., Schnurr, B. L., Nickerson, A. B., & Kundert, D. K. (2006). Beyond grade retention and social promotion: Promoting the social and academic competence of students. Psychology in the Schools, 43, 85–97. doi:10.1037/1045-3830.22.3.314
   Google Scholar
• Kenny, D. (1985). Effect of repetition on the academic performance of primary school repeaters. Australian Journal of Special Education, 9, 13–20.
   Google Scholar
• Kenny, D. (1991). Is more of the same better? A study of grade retention. SET, 2, 1–5.
   Google Scholar
• Kessler, R. C., Barker, P. R., Colpe, L. J., Epstein, J. F., Gfroerer, J. C., Hiripi, E., … Zaslavsky, A. M. (2003). Screening for serious mental illness in the general population. Archives of General Psychiatry, 60, 184–189.10.1001/archpsyc.60.2.184
   Google Scholar
• Leve, L. D., Kim, H. K., & Pears, K. C. (2005). Childhood temperament and family environment as predictors of internalizing and externalizing trajectories from ages 5 to 17. Journal of Abnormal Child Psychology, 33, 505–520. doi:10.1007/s10802-005-6734-7
   Google Scholar
• Martin, A. J. (2011). Holding back and holding behind: Grade retention and students’ non-academic and academic outcomes. British Educational Research Journal, 37, 739–763. doi:10.1080/01411926.2010.490874
   Google Scholar
• McCormack, J., Harrison, L. J., McLeod, S., & McAllister, L. (2011). A nationally representative study of the association between communication impairment at 4–5 years and children’s life activities at 7–9 years. Journal of Speech, Language, and Hearing Research, 54, 1328–1348. doi:10.1044/1092-4388(2011/10-0155)
   Google Scholar
• McGrath, H. (2006, July). To repeat, or not to repeat. Western Australia Primary Principals’ Association Words, 26, 39–46.
   Google Scholar
• McLeod, S., Crowe, K., McCormack, J., White, P., Wren, Y., Baker, E., … Roulstone, S. (2017). Preschool children’s communication, motor and social development: What concerns parents and educators? International Journal of Speech-Language Pathology. doi:10.1080/17549507.2017.1309065
   Google Scholar
• Moser, S. E., West, S. G., & Hughes, J. N. (2012). Trajectories of math and reading achievement in low-achieving children in elementary school: Effects of early and later retention in grade. Journal of Educational Psychology, 104, 603–621. doi:10.1037/a0027571
   Google Scholar
• National Center for Education Statistics. (1999). Early childhood longitudinal study birth cohort. Washington, DC: United States Department of Education, NCES.
   Google Scholar
• Nicholson, J. S., Deboeck, P. R., Farris, J. R., Boker, S. M., & Borkowski, J. G. (2011). Maternal depressive symptomatology and child behavior: Transactional relationship with simultaneous bidirectional coupling. Developmental Psychology, 47, 1312–1323. doi:10.1037/a0023912
   Google Scholar
• NSW Department of Education. (1971–1980). The transition of primary pupils to secondary school. Sydney: NSW Government Printer.
   Google Scholar
• OECD. (2014). PISA 2012 results: What makes schools successful? Resources, policies and practices (Vol. IV). Paris: PISA, OECD Publishing.
   Google Scholar
• Planty, M., Hussar, W., Snyder, T., Kena, G., KewalRamani, A., Kemp, J., … Dinkes, R. (2009). The condition of education 2009 (NECS 2009-081). Washington, DC: National Centre for Education Statistics, Institute of Education Sciences, US Department of Education.
   Google Scholar
• Rothman, S. (2005). Report on Adapted PPVT-III and Who Am I? LSAC data issue paper 2. Melbourne, Australia: Australian Council for Educational Research.
   Google Scholar
• Soloff, C., Lawrence, D., & Johnstone, R. (2005). Sample design (LSAC Technical Paper No. 1). Melbourne: Australian Institute of Family Studies.
   Google Scholar
• Tingle, L. R., Schoeneberger, J., & Algozzine, B. (2012). Does grade retention make a difference? The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 85, 179–185.10.1080/00098655.2012.679325
   Google Scholar
• Wang, C., Williams, K., Shahaeian, A., & Harrison, L. (in press). Early predictors of escalating internalizing problems across middle childhood. School Psychology Quarterly.
   Google Scholar
• Warren, J. R., Hoffman, E., & Andrew, M. (2014). Patterns and trends in grade retention rates in the United States, 1995–2010. Educational Researcher, 43, 433–443.10.3102/0013189X14563599
   Google Scholar
• Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66, 377–397. doi:10.1080/00131911.2013.780009
   Google Scholar
• Willson, V. L., & Hughes, J. N. (2009). Who is retained in first grade? A psychosocial perspective. The Elementary School Journal, 109, 251–266. doi:10.1086/592306
   Google Scholar
• Wong, E., Steele, E., Johnson, S., Proimos, J., Batterham, A., Nolan, T., & Waters, E. (2016). Socioeconomic and health factors associated with Kindergarten retention in Australian children. Journal of Paediatrics and Child Health., 52, 296–302.10.1111/jpc.13014
   Google Scholar