Do children with deficits in basic cognitive functions profit from mixed age primary schools?

The study examines if children with deficits in working memory, phonological awareness or counting knowledge profit in academic skills when taught in age mixed schools in grade 1 and 2. Cognitive functions were measured at the beginning of the first grade in age mixed (N= 564) and age homogenous schools (N= 476). Achievement measures were taken during grades 1 to 4. The results indicate interactions between cognitive deficits and mixing: risk children profit from mixed age classes in the language domain, but should be taught in age homogenous classes when having deficits in phonological awareness. Research consequences are discussed.