School readiness practices and children at-risk: Examining the issues

This article examines school readiness practices for children at-risk. Conceptual problems with the ways that “readiness” and “at risk” are defined are examined. The research on school readiness practices, including screening and testing, delayed school entrance, and extra year programs, for children at risk is reviewed; methodological problems with this research are also noted. Particular emphasis is placed on research studies that have examined future school retention rates, later use of special education services, and drop-out rates for students who have used school readiness practices to reduce school failure. Suggestions for best practices are offered, considering the issues of “readiness” and “at risk” from a constructivist perspective that recognizes the ongoing interactions between students and the intervention programs they receive. © 1997 John Wiley & Sons, Inc.