Publication Date


Document Type


First Advisor

Beasley, Kenneth L.||Loughlin, Leo J.

Degree Name

M.S. (Master of Science)

Legacy Department

School of Education


Reading readiness; School age (Entrance age)


It was the purpose of this study to determine the relationship, if any, between the chronological age of children entering kindergarten and their subsequent reading achievement. This was done by finding the degree of significant difference between the achievement of an older age group laid a younger ago group. This achievement was compared in areas of kindergarten total readiness, reading achievement and sibling placement within the family. A longitudinal study over a period of six years was used to determine whether the relationship would remain the same from kindergarten through the sixth grade. This study included 138 children who entered kindergarten in school District 107, Highland park, Illinois during the years 1957, 1958 and 1959. These Children had continuous education within the district, during the six years included in the study. The investigation of total kindergarten readiness revealed that the older children had significantly higher kindergarten reading readiness scores than the younger children, in the second, fourth and sixth grades a comparison of reading scores revealed no significant difference between the achievement of the two groups. These results prevailed in spite of the fact that the younger children possessed a significantly higher intelligent quotient. The study of possible differences in reading ability resulting from sex differences found that the sex of the student had no significant bearing on the child's readiness or readily ability. A comparison of the older children who were the oldest in their families and the younger children who were also the oldest in their families revealed no significant difference in kindergarten readiness. By the sixth grade these younger children scored significantly higher intelligence quotients than the older students. The older children who wars other than the oldest child in their families scored significantly higher than the younger children who ware other than the oldest child in their families in both kindergarten readiness and sixth grade reading achievement. This difference prevailed even though there was no significant difference in the intelligence quotient of these particular children. The results of this study showed that although the older children did significantly better than the younger children in kindergarten total readiness, by second grade there was no significant difference in the reading achievement of the two groups. The difference in the reading achievement of the older and younger children continued to be insignificant through the sixth grade.


Includes bibliographical references.


ix, 110 pages, 38 unnumbered pages




Northern Illinois University

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