First-Grade Entry Age in a Sample of Children Labeled Learning Disabled

Abstract

First-grade entry ages were determined for all LD children in grades one through twelve in a large special education cooperative. The children were classified as early, medium, or late entering. U.S. Census data were consulted to determine the expected frequencies in each of these categories. It was found that there were more early-entering and fewer late-entering children in this sample than would be expected if entry age were a chance variable. Though more research is needed, the results of this study suggest the possibility that children who enter first grade early may be more likely to be labeled LD than children who enter when they are older.

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