Since 2007, Dr Sebastian Suggate has completed an international study and two New Zealand studies which compared children from Rudolf Steiner schools (who usually start learning to read from age 7) with children in state schools (who start learning to read at 5).
His research found the later learners caught up and matched the reading abilities of their earlier-reading counterparts by the time they reached 11.
It is believed the research is the first quantitative evidence that teaching children to read from age 5 is not likely to make them any more successful at reading than a child who learns to read later.
Dr Suggate believed, in light of his findings, the Government should re-examine whether literacy standards were "necessary or appropriate" for primary school pupils.
"Is national standards the best way to go?
It would certainly seem that for kids in years 1 and 2, it may not be in their best interests to be tested in their reading ability."Dr Suggate was surprised by the findings of his research.
"It was very exciting and unexpected - one of those science moments.
"One theory for the finding . . . is that the most important early factors for later reading achievement for most children, are language and learning experiences that are gained without formal reading instruction," Dr Suggate said.
"Because later starters at reading are still learning through play, language and interactions with adults, their long-term learning is not disadvantaged.
"Instead, these activities prepare the soil well for later development of reading," he said.
"This research then raises the question: if there aren't advantages to learning to read from the age of 5, could there be disadvantages to starting teaching children to read earlier [at age 5].
"In other words, we could be putting them off."
Three-year-old Gabby Daniels is already beginning to read and write, but her mother Jackie Daniels has been careful not to force it on her.
She believed it was important to let Gabby follow her own interest and learn to read and write when she was ready.
"We had this book called Grown-up Gabby.
"When we read it to her, she could spot her own name in a sentence from a young age.
"She has an incredible memory and she does seem to pick things up very quickly.
"Now she can tell when you are skipping paragraphs when we read to her at bed time."
Mrs Daniels said one of the main reasons she had not sat Gabby down and taught her to read and write was because she was worried Gabby would be bored when she started school.
"She does it at her own pace.
"We've just followed her lead."
Dr Suggate said many families had children who did not achieve well in reading at the beginning of school, and hoped his research would be comforting to them.
"This research emphasises to me the importance of early language and learning, while de-emphasising the importance of early reading," he said.
"This research should prompt educationalists, teachers and parents to reconsider what is important for children at age 6 or 7 to learn.
"It may give heart to parents whose children have initial difficulty learning to read.
"The picture is more complicated than simply early mastery of reading skills."
Dr Suggate graduated with his PhD degree in psychology on Saturday and his research has been placed on the University of Otago's "distinguished list" of doctoral theses for 2009.
He has also been awarded a postdoctoral research fellowship from the Humboldt Association in Germany to further his studies in childhood education at the University of Wuerzburg.