Relative age, reading achievement and correlates of delayed school start in Nordic countries.
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| Title: | Relative age, reading achievement and correlates of delayed school start in Nordic countries. |
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| Authors: | Knudsen, Knud (AUTHOR), Strand, Olaug (AUTHOR), Wagner, Åse Kari Hansen (AUTHOR), Støle, Hildegunn (AUTHOR) |
| Source: | Scandinavian Journal of Educational Research. Feb2026, Vol. 70 Issue 1, p206-221. 16p. |
| Subjects: | Reading level of students, Age, Disease risk factors, Danes, Countries, Education policy |
| Geographic Terms: | Norway, Denmark |
| Abstract: | This study examines the relative age effect (RAE) on reading achievement in Denmark, Finland, Norway, and Sweden, and explores the relationships between delayed school start and specific risk factors. Data from Progress in International Reading Literacy Study (PIRLS) 2016 and 2021, which include nearly 40,000 students, document that the proportions of late school starters vary. Denmark stands out with the highest level of delayed school starters (8%), whereas Norway at the opposite end has practically zero, making the latter a relevant reference point for RAE comparisons. Regression analyses suggest a systematic pattern: the greater the proportion of delayed students is, the more distorted the age–achievement link, highlighting the need to carefully consider the basis for RAE estimates in comparative research. Importantly, late school starters generally tend to be weaker readers at age 10 and have fewer home resources. This study discusses the methodological and practical implications of the main findings. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study examines the relative age effect (RAE) on reading achievement in Denmark, Finland, Norway, and Sweden, and explores the relationships between delayed school start and specific risk factors. Data from Progress in International Reading Literacy Study (PIRLS) 2016 and 2021, which include nearly 40,000 students, document that the proportions of late school starters vary. Denmark stands out with the highest level of delayed school starters (8%), whereas Norway at the opposite end has practically zero, making the latter a relevant reference point for RAE comparisons. Regression analyses suggest a systematic pattern: the greater the proportion of delayed students is, the more distorted the age–achievement link, highlighting the need to carefully consider the basis for RAE estimates in comparative research. Importantly, late school starters generally tend to be weaker readers at age 10 and have fewer home resources. This study discusses the methodological and practical implications of the main findings. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00313831 |
| DOI: | 10.1080/00313831.2025.2468179 |
