Handan DOĞAN

Zeynep Çiğdem ÖZCAN

This study is a continuation of the work that Oktay, Doğan, and Özcan conducted in 2015 and is a longitudinal study for its monitoring purposes. The aim of this research is to monitor the academic achievements of the fourth-grade students who have started primary school in different age groups. 141 students were reached from the 254 students who participated in the first study. These students have started the fourth grade at three public primary schools in Kadıköy, Maltepe, and Ümraniye in the Anatolian side of Istanbul. Students were grouped according to the ages they started in the first grade. The groups were named as Small group (66–71 months), Middle group (72–77 months), and Big group (78– 83 months). Mathematics (numbers, operations, patterns, geometry and problem solving), reading speed, and reading comprehension were evaluated in order to determine the academic achievement of these students. In addition, the opinions of teachers were taken about these students’ academic, emotional and social skills. According to the results of findings there is no significant difference between groups in terms of numbers, operations, patterns and geometry. On the other hand there is a significant difference in problem solving and reading comprehension between Small and the other groups in the favor of the Big group and Middle group. Findings show that the existing inadequacies in the small age group are still continuing and these students, who do not have sufficient development in starting school, continue their disadvantages.

Keywords: 4+4+4, akademic achievement, reading comprehension, fourth grade, mathematics achievement