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Moser, S. E., West, S. G., & Hughes, J. N. (2012). Trajectories of Math and Reading Achievement in Low-Achieving Children in Elementary School: Effects of Early and Later Retention in Grade. Journal of Educational Psychology, 104, 603-621.
https://doi.apa.org/doi/10.1037/a0027571

has been cited by the following article:

• TITLE: Retention in Kindergarten for Students with Autism Spectrum Disorder: Improvement, Delusion or Both?

  AUTHORS: Stefanos Loukeris, Spyridon-Georgios Soulis

  KEYWORDS: Kindergarten Retention, Autism Spectrum Disorder, Foreign Families, Parental Educational Attainment

  JOURNAL NAME: Psychology, Vol.12 No.7, July 19, 2021

  ABSTRACT: Student retention in kindergarten is a common practice so that students will obtain the necessary school preparation for elementary school. The current study examines the impacts of retention on the students with ASD. A sample of 110 students was taken from kindergartens all over Greece, and it was observed that the retention was advantageous, but not for all students. Retention has not actually been beneficial for students from families with low educational attainment as well as students from foreign families. Moreover, these findings apply to students who could not attend extracurricular supporting programs. A serious dilemma came up as a result of all the above about the real benefits of the retention.