摘要：Abstract American students typically attend kindergarten at the chronological age (CA) of five and currently with the implementation of Common Core State Standards, there are expectations that children learn how to read in order to meet these academic standards, despite whether or not they are developmentally ready. This mixed methods study examined age and environmental factors that relate to reading with 83 children from the ages of 4–6½ years. The relationship between developmental age (DA) via the Gesell Developmental Observation-Revised and early literacy learning via Marie’s Clay observational tool, Concepts About Print (CAP), were explored. The purpose of the study was to highlight the need for better alignment of educational policies and practices as they relate to child development and to promote more effective synthesis between discoveries in the field of neuroscience about how children learn and what is known about child DAs and stages. The findings revealed a statistically significant relationship between a child’s DA and early literacy learning as measured by the CAP. The descriptive statistics revealed that the DA of the children in this study was younger than their CA. Furthermore, a child’s DA was found to be the strongest predictor of early literacy learning.
关键词：chronological age ; developmental age ; early literacy learning ; child development ; reading
