Biennial meeting of the European Association for Research on Learning and Instruction (EARLI) edition:15 location:Munich, Germany date:27-31 August 2013
This study examines whether students retained in first grade, relative to their similarly at-risk but promoted agemates in second grade, differ in terms of additional support received, and whether and to which extent additional support moderates the effects on their academic achievement. Data were collected from 3,624 students (121 schools) and their teachers, during three consecutive school years. Results show that almost 60 % of first-grade repeaters receive at least some kind of additional support (mostly from several persons and for a combination of problem domain), with repeaters being equally likely to receive extra support as their agemates who had the same probability of being retained but nevertheless were promoted to second grade. Findings further seem to suggest that, at the end of their retention year, retained students achieve worse in math and reading fluency than their equally at-risk but promoted agemates, mostly regardless of being additionally supported. Practical implications are discussed.