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'' a re defined are examined. The research on school readiness practices, i ncluding screening and testing, delayed school entrance, and extra yea r programs, for children at risk is reviewed; methodological problems with this research are also noted. Particular emphasis is pieced on re search studies that have examined future school retention rates, later use of special education services, and drop-out rates for students wh o have used school readiness practices to reduce school failure. Sugge stions for best practices are offered, considering the issues of ''rea diness'' and ''at risk'' from a constructivist perspective that recogn izes the ongoing interactions between students and the intervention pr ograms they receive. (C) 1997 John Wiley & Sons, Inc.