title: Younger children experience lower levels of language competence and academic progress in the first year of school: evidence from a population study.
abstract: BACKGROUND
  The youngest children in an academic year are reported to be educationally disadvantaged and overrepresented in referrals to clinical services. In this study we investigate for the first time whether these disadvantages are indicative of a mismatch between language competence at school entry and the academic demands of the classroom.
  
  
  METHODS
  We recruited a population sample of 7,267 children aged 4 years 9 months to 5 years 10 months attending state-maintained reception classrooms in Surrey, England. Teacher ratings on the Children's Communication Checklist-Short (CCC-S), a measure of language competence, the Strengths and Difficulties Questionnaire-Total Difficulties Score (SDQ), a measure of behavioural problems, and the Early Years Foundation Stage Profile (EYFSP), a measure of academic attainment, were obtained at the end of the reception year.
  
  
  RESULTS
  The youngest children were rated by teachers as having more language deficits, behaviour problems, and poorer academic progress at the end of the school year. Language deficits were highly associated with behaviour problems; adjusted odds ratio 8.70, 95% CI [7.25-10.45]. Only 4.8% of children with teacher-rated language deficits and 1.3% of those with co-occurring language and behaviour difficulties obtained a 'Good Level of Development' on the EYFSP. While age predicted unique variance in academic attainment (1%), language competence was the largest associate of academic achievement (19%).
  
  
  CONCLUSIONS
  The youngest children starting school have relatively immature language and behaviour skills and many are not yet ready to meet the academic and social demands of the classroom. At a population level, developing oral language skills and/or ensuring academic targets reflect developmental capacity could substantially reduce the numbers of children requiring specialist clinical services in later years.
authors.affiliation: Department of Psychology, Royal Holloway, University of London, Egham, UK.
authors.forename: Courtenay Frazier
authors.initials: CF
authors.lastname: Norbury
authors.affiliation: Department of Psychology, Royal Holloway, University of London, Egham, UK.
authors.forename: Debbie
authors.initials: D
authors.lastname: Gooch
authors.affiliation: Newcomen Centre, St Thomas' Hospital, London, UK.
authors.forename: Gillian
authors.initials: G
authors.lastname: Baird
authors.affiliation: Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK.
authors.forename: Tony
authors.initials: T
authors.lastname: Charman
authors.affiliation: Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK.
authors.forename: Emily
authors.initials: E
authors.lastname: Simonoff
authors.affiliation: Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK.
authors.forename: Andrew
authors.initials: A
authors.lastname: Pickles
keywords: Relative age; academic achievement; behaviour problems; language impairment