Research graph
References from Beyond Age: Screening–Grading Misalignment and Sociodemographic Inequities in Grade 1 Reading Outcomes. Local targets link to admitted publications; unresolved targets remain external evidence.
Preliterate young children’s reading attitudes: Connections to the home literacy environment and maternal factors
10.1007/s10643-021-01177-2 · 2022 · External reference
The effect of school entrance age on educational outcomes: Evidence using multiple cutoff dates and exact date of birth
10.1016/j.jebo.2018.06.007 · 2018 · External reference
Who is at risk and why? Teachers’ reasons for concern and their understanding and assessment of early literacy
10.1207/s15326977ea1103&4_2 · 2006 · External reference
“Academic redshirting” in kindergarten: Prevalence, patterns, and implications
10.3102/0162373713482764 · 2013 · External reference
Fitting linear mixed-effects models using lme4
10.18637/jss.v067.i01 · 2015 · External reference
Gender differences in early literacy: Analysis of kindergarten through fifth-grade dynamic indicators of basic early literacy skills probes
10.1080/02796015.2010.12087776 · 2010 · External reference
10.3389/fpsyg.2018.00481
10.3389/fpsyg.2018.00481 · External reference
Unresolved reference
External reference
Deconstructing and reconstructing cross-language transfer in bilingual reading development: An interactive framework
10.1016/j.jneuroling.2018.01.003 · 2019 · External reference
Student involvement in assessment: A project designed to assess class participation fairly and reliably
10.1080/02602930500099235 · 2005 · External reference
School starting age and cognitive development
10.1002/pam.22135 · 2019 · External reference
10.15185/izawol.247.v2
10.15185/izawol.247.v2 · External reference
Grading practices, gender bias and educational outcomes: Evidence from Italy
10.1080/09645292.2021.2004999 · 2022 · External reference
Unresolved reference
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Unresolved reference
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Unresolved reference
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Roles of socioeconomic status, ethnicity and teacher beliefs in academic grading
10.1111/bjep.12541 · 2023 · External reference
Quality and quantity: How contexts influence the emergence of teacher bias
10.1007/s11218-023-09882-z · 2024 · External reference
Factors influencing teachers’ grading standards in mathematics
10.1080/03054985.2023.2185217 · 2023 · External reference
Cross-national differences in socioeconomic achievement inequality in early primary school: The role of parental education and income in six countries
2024 · External reference
10.3389/feduc.2023.1189046
10.3389/feduc.2023.1189046 · External reference
Unresolved reference
External reference
Unresolved reference
External reference
Reading and spelling acquisition in European Portuguese: A preliminary study
10.1007/s11145-007-9093-7 · 2008 · External reference
Kindergarten redshirting: Motivations and spillovers using census-level data
10.1016/j.ecresq.2016.09.002 · 2017 · External reference
Unresolved reference
External reference
10.1093/acprof:oso/9780199685332.003.0007
10.1093/acprof:oso/9780199685332.003.0007 · External reference
Unresolved reference
External reference
Pygmalion and the gender gap: Do teacher expectations contribute to differences in achievement between boys and girls at the beginning of schooling?
10.1080/13803611.2018.1550840 · 2018 · External reference
English language learners and kindergarten entry age: Achievement and social-emotional effects
10.1080/00220671.2014.979909 · 2016 · External reference
Delayed kindergarten entry among low-income, ethnically diverse children: Prevalence, predictors, and selection patterns
10.1016/j.ecresq.2020.06.007 · 2020 · External reference
Unresolved reference
External reference
10.1177/21582440231207690
10.1177/21582440231207690 · External reference
Meta-analysis of targeted small-group reading interventions
10.1016/j.jsp.2017.11.002 · 2018 · External reference
School starting age and child development in a state-wide, population-level cohort of children in their first year of school in New South Wales, Australia
10.1016/j.ecresq.2019.01.008 · 2019 · External reference
Racial and socioeconomic disparities in the relationship between children’s early literacy skills and third-grade outcomes: Lessons from a kindergarten readiness assessment
10.3102/0013189x221091535 · 2022 · External reference
10.1007/978-3-030-44195-1
10.1007/978-3-030-44195-1 · External reference
Making informed decisions about academic redshirting and retention through school and community partnerships
2018 · External reference
Learning to read: What we know and what we need to understand better
10.1111/cdep.12005 · 2013 · External reference
Unresolved reference
External reference
Unresolved reference
External reference
Technology-based reading intervention programs for elementary grades: An analytical review
10.1016/j.compedu.2018.10.003 · 2019 · External reference
Forced to redshirt: Quasi-experimental impacts of delayed kindergarten entry
10.1080/19345747.2024.2333733 · 2024 · External reference
How accurate are teachers and support specialists when judging students’ literacy skills? Special educational service as an external factor influencing judgements
10.1002/dys.1725 · 2022 · External reference
Grading in hungarian primary schools: Mechanisms of ethnic discrimination against Roma students
10.1093/esr/jcab023 · 2021 · External reference
Relative age, reading achievement and correlates of delayed school start in Nordic countries
10.1080/00313831.2025.2468179 · 2025 · External reference
The effects of Spanish heritage language literacy on English reading for Spanish–English bilingual children in the US
10.1080/13670050.2016.1239692 · 2019 · External reference
Exploring the associations between delayed school entry and achievement in primary and secondary school
10.1111/cdev.13440 · 2021 · External reference
Effects of school characteristics on grades in compulsory school
10.1080/00313831.2011.555923 · 2011 · External reference
Maturity and minorities: The impact of redshirting on achievement gaps
10.1080/09645292.2018.1468873 · 2018 · External reference
Do teacher and classroom characteristics affect the way in which girls and boys are graded?: A multilevel analysis of student–teacher matched data
10.1080/01425692.2022.2122942 · 2023 · External reference
Subtle discrimination: Do stereotypes among teachers trigger bias in their expectations and widen ethnic achievement gaps?
10.1007/s11218-021-09615-0 · 2021 · External reference
Bias in grading: A meta-analysis of experimental research findings
10.1177/0004944116664618 · 2016 · External reference
Reading development from kindergarten to age 18: The role of gender and parental education
10.1002/rrq.518 · 2023 · External reference
10.1093/oso/9780198235811.001.0001
10.1093/oso/9780198235811.001.0001 · External reference
Relative age effects on academic achievement in the first ten years of formal schooling: A nationally representative longitudinal prospective study
10.1037/edu0000681 · 2022 · External reference
Unresolved reference
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Unresolved reference
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Unresolved reference
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Unresolved reference
External reference
10.6017/lse.tpisc.tr2103.kb5342
10.6017/lse.tpisc.tr2103.kb5342 · External reference
The association between emergent literacy and cognitive abilities in kindergarten children
10.1007/s10566-022-09697-7 · 2023 · External reference
Unresolved reference
External reference
The impact of race, physical attractiveness, and gender on education majors’ and teachers’ perceptions of student competence
10.1177/0021934705285955 · 2007 · External reference
Effects of home environment and center-based childcare quality on children’s language, communication, and literacy outcomes
10.1016/j.ecresq.2012.07.001 · 2013 · External reference
Unresolved reference
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Unresolved reference
External reference
Unresolved reference
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How emergent literacy skills relate to reading and writing in Portuguese: Insights from a systematic review
10.1080/02702711.2025.2482628 · 2025 · External reference
Gender bias in teachers’ grading: What is in the grade
10.1016/j.stueduc.2018.07.006 · 2018 · External reference
Experimental evidence on teachers’ racial bias in student evaluation: The role of grading scales
10.3102/0162373720932188 · 2020 · External reference
Unresolved reference
External reference
Gender differences in reading and writing achievement: Evidence from the National Assessment of Educational Progress (NAEP)
10.1037/amp0000356 · 2019 · External reference
Unresolved reference
External reference
Unresolved reference
External reference
Unresolved reference
External reference
Unresolved reference
External reference
Early mathematics achievement trajectories: English language learner and native English speaker estimates, using the early childhood longitudinal study
10.1037/a0023865 · 2011 · External reference
Kindergarten redshirting: Implications for children with disabilities
10.3390/disabilities1010003 · 2021 · External reference
Is your child ready for kindergarten? “Redshirting” may do more harm than good
2017 · External reference
Unresolved reference
External reference
Assessing language for literacy: A microanalysis of children’s vocabulary, syntax and narrative grammar
2013 · External reference
Experimental evidence of disparities in biology teachers’ responses to student writing
10.1080/09500693.2021.1963499 · 2021 · External reference
Foundation literacy acquisition in European orthographies
10.1348/000712603321661859 · 2003 · External reference
Unresolved reference
External reference
10.3389/feduc.2020.570639
10.3389/feduc.2020.570639 · External reference
English reading performance by Spanish speaking children: A phonologically or semantically mediated pathway?
10.1007/s11145-023-10497-1 · 2024 · External reference
Developmental dyslexia in an orthography of intermediate depth: The case of European Portuguese
10.1007/s11145-008-9156-4 · 2009 · External reference
10.3389/fpsyg.2023.1140823
10.3389/fpsyg.2023.1140823 · External reference
The impact of sociodemographic variables in early reading acquisition
10.24294/jipd9537 · 2024 · External reference
10.3389/fpsyg.2020.01165
10.3389/fpsyg.2020.01165 · External reference
10.3389/feduc.2022.1076630
10.3389/feduc.2022.1076630 · External reference
Improving the accuracy of teachers’ judgements of student learning
10.1016/j.tate.2018.08.004 · 2018 · External reference
Negatively or positively biased? Dependencies of teachers’ judgments and expectations based on students’ ethnic and social backgrounds
10.1007/s11218-017-9392-z · 2017 · External reference
Are children of immigrants graded less generously by their teachers than natives, and why? Evidence from student population data in Italy
10.1177/0197918319878104 · 2020 · External reference
A review on the accuracy of teacher judgments
10.1016/j.edurev.2020.100374 · 2021 · External reference
Redshirting for remediation or advantage? Which Australian families delay children’s school entry and why
10.1080/10409289.2025.2449689 · 2025 · External reference
mice: Multivariate imputation by chained equations in R
2011 · External reference
Teachers’ judgment accuracy of students’ monitoring skills: A conceptual and methodological framework and explorative study
10.1007/s11409-023-09349-8 · 2024 · External reference
Teachers’ decision-making: Data based or intuition driven?
10.1016/j.ijer.2017.02.013 · 2017 · External reference
10.1002/9781118791844
10.1002/9781118791844 · External reference
Unresolved reference
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Unresolved reference
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Unresolved reference
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Unresolved reference
External reference
Child, family, and childcare predictors of delayed school entry and kindergarten retention among linguistically and ethnically diverse children
10.1037/a0026985 · 2012 · External reference
Discrimination in grading: A scoping review of studies on teachers’ discrimination in school
10.1016/j.stueduc.2023.101284 · 2023 · External reference
Within-language variations in reading acquisition: The case of Portuguese
10.1007/s41809-024-00142-w · 2024 · External reference
10.1002/9781118791844
10.1002/9781118791844 · ExternalCitation · doi-reference
How accurate are teachers and support specialists when judging students’ literacy skills? Special educational service as an external factor influencing judgements
10.1002/dys.1725 · ExternalCitation · doi-reference
School starting age and cognitive development
10.1002/pam.22135 · ExternalCitation · doi-reference
Reading development from kindergarten to age 18: The role of gender and parental education
10.1002/rrq.518 · ExternalCitation · doi-reference
10.1007/978-3-030-44195-1
10.1007/978-3-030-44195-1 · ExternalCitation · doi-reference
The association between emergent literacy and cognitive abilities in kindergarten children
10.1007/s10566-022-09697-7 · ExternalCitation · doi-reference
Preliterate young children’s reading attitudes: Connections to the home literacy environment and maternal factors
10.1007/s10643-021-01177-2 · ExternalCitation · doi-reference
Reading and spelling acquisition in European Portuguese: A preliminary study
10.1007/s11145-007-9093-7 · ExternalCitation · doi-reference
Developmental dyslexia in an orthography of intermediate depth: The case of European Portuguese
10.1007/s11145-008-9156-4 · ExternalCitation · doi-reference
English reading performance by Spanish speaking children: A phonologically or semantically mediated pathway?
10.1007/s11145-023-10497-1 · ExternalCitation · doi-reference
Negatively or positively biased? Dependencies of teachers’ judgments and expectations based on students’ ethnic and social backgrounds
10.1007/s11218-017-9392-z · ExternalCitation · doi-reference
Subtle discrimination: Do stereotypes among teachers trigger bias in their expectations and widen ethnic achievement gaps?
10.1007/s11218-021-09615-0 · ExternalCitation · doi-reference
Quality and quantity: How contexts influence the emergence of teacher bias
10.1007/s11218-023-09882-z · ExternalCitation · doi-reference
Teachers’ judgment accuracy of students’ monitoring skills: A conceptual and methodological framework and explorative study
10.1007/s11409-023-09349-8 · ExternalCitation · doi-reference
Within-language variations in reading acquisition: The case of Portuguese
10.1007/s41809-024-00142-w · ExternalCitation · doi-reference
Technology-based reading intervention programs for elementary grades: An analytical review
10.1016/j.compedu.2018.10.003 · ExternalCitation · doi-reference
Effects of home environment and center-based childcare quality on children’s language, communication, and literacy outcomes
10.1016/j.ecresq.2012.07.001 · ExternalCitation · doi-reference
Kindergarten redshirting: Motivations and spillovers using census-level data
10.1016/j.ecresq.2016.09.002 · ExternalCitation · doi-reference
School starting age and child development in a state-wide, population-level cohort of children in their first year of school in New South Wales, Australia
10.1016/j.ecresq.2019.01.008 · ExternalCitation · doi-reference
Delayed kindergarten entry among low-income, ethnically diverse children: Prevalence, predictors, and selection patterns
10.1016/j.ecresq.2020.06.007 · ExternalCitation · doi-reference
A review on the accuracy of teacher judgments
10.1016/j.edurev.2020.100374 · ExternalCitation · doi-reference
Teachers’ decision-making: Data based or intuition driven?
10.1016/j.ijer.2017.02.013 · ExternalCitation · doi-reference
The effect of school entrance age on educational outcomes: Evidence using multiple cutoff dates and exact date of birth
10.1016/j.jebo.2018.06.007 · ExternalCitation · doi-reference
Deconstructing and reconstructing cross-language transfer in bilingual reading development: An interactive framework
10.1016/j.jneuroling.2018.01.003 · ExternalCitation · doi-reference
Meta-analysis of targeted small-group reading interventions
10.1016/j.jsp.2017.11.002 · ExternalCitation · doi-reference
Gender bias in teachers’ grading: What is in the grade
10.1016/j.stueduc.2018.07.006 · ExternalCitation · doi-reference
Discrimination in grading: A scoping review of studies on teachers’ discrimination in school
10.1016/j.stueduc.2023.101284 · ExternalCitation · doi-reference
Improving the accuracy of teachers’ judgements of student learning
10.1016/j.tate.2018.08.004 · ExternalCitation · doi-reference
Early mathematics achievement trajectories: English language learner and native English speaker estimates, using the early childhood longitudinal study
10.1037/a0023865 · ExternalCitation · doi-reference
Child, family, and childcare predictors of delayed school entry and kindergarten retention among linguistically and ethnically diverse children
10.1037/a0026985 · ExternalCitation · doi-reference
Gender differences in reading and writing achievement: Evidence from the National Assessment of Educational Progress (NAEP)
10.1037/amp0000356 · ExternalCitation · doi-reference
Relative age effects on academic achievement in the first ten years of formal schooling: A nationally representative longitudinal prospective study
10.1037/edu0000681 · ExternalCitation · doi-reference
English language learners and kindergarten entry age: Achievement and social-emotional effects
10.1080/00220671.2014.979909 · ExternalCitation · doi-reference
Effects of school characteristics on grades in compulsory school
10.1080/00313831.2011.555923 · ExternalCitation · doi-reference
Relative age, reading achievement and correlates of delayed school start in Nordic countries
10.1080/00313831.2025.2468179 · ExternalCitation · doi-reference
Do teacher and classroom characteristics affect the way in which girls and boys are graded?: A multilevel analysis of student–teacher matched data
10.1080/01425692.2022.2122942 · ExternalCitation · doi-reference
Student involvement in assessment: A project designed to assess class participation fairly and reliably
10.1080/02602930500099235 · ExternalCitation · doi-reference
How emergent literacy skills relate to reading and writing in Portuguese: Insights from a systematic review
10.1080/02702711.2025.2482628 · ExternalCitation · doi-reference
Gender differences in early literacy: Analysis of kindergarten through fifth-grade dynamic indicators of basic early literacy skills probes
10.1080/02796015.2010.12087776 · ExternalCitation · doi-reference
Factors influencing teachers’ grading standards in mathematics
10.1080/03054985.2023.2185217 · ExternalCitation · doi-reference
Experimental evidence of disparities in biology teachers’ responses to student writing
10.1080/09500693.2021.1963499 · ExternalCitation · doi-reference
Maturity and minorities: The impact of redshirting on achievement gaps
10.1080/09645292.2018.1468873 · ExternalCitation · doi-reference
Grading practices, gender bias and educational outcomes: Evidence from Italy
10.1080/09645292.2021.2004999 · ExternalCitation · doi-reference
Redshirting for remediation or advantage? Which Australian families delay children’s school entry and why
10.1080/10409289.2025.2449689 · ExternalCitation · doi-reference
The effects of Spanish heritage language literacy on English reading for Spanish–English bilingual children in the US
10.1080/13670050.2016.1239692 · ExternalCitation · doi-reference
Pygmalion and the gender gap: Do teacher expectations contribute to differences in achievement between boys and girls at the beginning of schooling?
10.1080/13803611.2018.1550840 · ExternalCitation · doi-reference
Forced to redshirt: Quasi-experimental impacts of delayed kindergarten entry
10.1080/19345747.2024.2333733 · ExternalCitation · doi-reference
10.1093/acprof:oso/9780199685332.003.0007
10.1093/acprof:oso/9780199685332.003.0007 · ExternalCitation · doi-reference
Grading in hungarian primary schools: Mechanisms of ethnic discrimination against Roma students
10.1093/esr/jcab023 · ExternalCitation · doi-reference
10.1093/oso/9780198235811.001.0001
10.1093/oso/9780198235811.001.0001 · ExternalCitation · doi-reference
Roles of socioeconomic status, ethnicity and teacher beliefs in academic grading
10.1111/bjep.12541 · ExternalCitation · doi-reference
Learning to read: What we know and what we need to understand better
10.1111/cdep.12005 · ExternalCitation · doi-reference
Exploring the associations between delayed school entry and achievement in primary and secondary school
10.1111/cdev.13440 · ExternalCitation · doi-reference
Bias in grading: A meta-analysis of experimental research findings
10.1177/0004944116664618 · ExternalCitation · doi-reference
The impact of race, physical attractiveness, and gender on education majors’ and teachers’ perceptions of student competence
10.1177/0021934705285955 · ExternalCitation · doi-reference
Are children of immigrants graded less generously by their teachers than natives, and why? Evidence from student population data in Italy
10.1177/0197918319878104 · ExternalCitation · doi-reference
10.1177/21582440231207690
10.1177/21582440231207690 · ExternalCitation · doi-reference
Who is at risk and why? Teachers’ reasons for concern and their understanding and assessment of early literacy
10.1207/s15326977ea1103&4_2 · ExternalCitation · doi-reference
Foundation literacy acquisition in European orthographies
10.1348/000712603321661859 · ExternalCitation · doi-reference
10.15185/izawol.247.v2
10.15185/izawol.247.v2 · ExternalCitation · doi-reference
Fitting linear mixed-effects models using lme4
10.18637/jss.v067.i01 · ExternalCitation · doi-reference
The impact of sociodemographic variables in early reading acquisition
10.24294/jipd9537 · ExternalCitation · doi-reference
Racial and socioeconomic disparities in the relationship between children’s early literacy skills and third-grade outcomes: Lessons from a kindergarten readiness assessment
10.3102/0013189x221091535 · ExternalCitation · doi-reference
“Academic redshirting” in kindergarten: Prevalence, patterns, and implications
10.3102/0162373713482764 · ExternalCitation · doi-reference
Experimental evidence on teachers’ racial bias in student evaluation: The role of grading scales
10.3102/0162373720932188 · ExternalCitation · doi-reference
10.3389/feduc.2020.570639
10.3389/feduc.2020.570639 · ExternalCitation · doi-reference
10.3389/feduc.2022.1076630
10.3389/feduc.2022.1076630 · ExternalCitation · doi-reference
10.3389/feduc.2023.1189046
10.3389/feduc.2023.1189046 · ExternalCitation · doi-reference
10.3389/fpsyg.2018.00481
10.3389/fpsyg.2018.00481 · ExternalCitation · doi-reference
10.3389/fpsyg.2020.01165
10.3389/fpsyg.2020.01165 · ExternalCitation · doi-reference
10.3389/fpsyg.2023.1140823
10.3389/fpsyg.2023.1140823 · ExternalCitation · doi-reference
Kindergarten redshirting: Implications for children with disabilities
10.3390/disabilities1010003 · ExternalCitation · doi-reference
10.6017/lse.tpisc.tr2103.kb5342
10.6017/lse.tpisc.tr2103.kb5342 · ExternalCitation · doi-reference
