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Low academic achievements are predicted by early disadvantages. Because achievement gaps typically escalate with age, early efforts to prevent future academic disadvantages are called for. The current study examines whether exposure to structured pre-academic activities in Early Childhood Education and Care (ECEC) play a compensatory role for the early academic achievements in school (teacher ratings and screening tests of reading and math) of children who were at developmental (low receptivedoi:10.1080/00313831.2019.1577751 fatcat:gztpx66dwjflfafobct6lzkqc4