Abstract
Summary As part of a longitudinal study of approximately 400 children from their starting school in the urban West Midlands, children were tested individually at average age seven years. The survey procedure and instruments are detailed. Progress in basic educational skills is compared for the children from indigenous (UK) and Asian immigrant families. In reading and spelling the Asians achieved nearly average levels; they were more retarded in number than in literacy. Educational retardation was greater among the indigenous than the Asians in schools serving socially disadvantaged areas.
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