Exhibit maladaptive attributions by attributing
academic success to external and uncontrollable factors such as task ease or teacher assistance, but
academic failure to internal yet uncontrollable factors such as limited aptitude;
Children enter school with different levels of skill, and these initial differences often affect children's subsequent language growth, cognitive development, literacy and
academic achievement.6, 7,8 Children who
exhibit delays at the onset of schooling are at risk for early
academic difficulties and are also more likely to experience grade retention, special education placement, and
failure to complete high school.9, 10,11