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Thematic and Taxonomic corbus-based Relatedness norms of 120 child-familiar German Word Pairs ...
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Which data do elementary school teachers use to determine reading difficulties in their students?
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In: Journal of learning disabilities 54 (2021) 5, S. 349-364 (2021)
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Abstract:
Small-group interventions allow for tailored instruction for students with learning difficulties. A crucial first step is the accurate identification of students who need such an intervention. This study investigated how teachers decide whether their students need a remedial reading intervention. To this end, 64 teachers of 697 third-grade students from Germany were asked to rate whether a reading intervention for their students was "not necessary," "potentially necessary," or "definitely necessary." Independent experimenters tested the students' reading and spelling abilities with standardized tests, and a subsample of 370 children participated in standardized tests of phonological awareness and vocabulary. Findings show that teachers' decisions with regard to students' needing a reading intervention overlapped more with results from standardized spelling assessments than from reading assessments. Hierarchical linear models indicated that students' spelling abilities, along with phonological awareness and vocabulary, explained variance in teachers' ratings over and above students' reading skills. Teachers, thus, relied on proximal cues such as spelling skills to reach their decision. These findings are discussed in relation to clinical standards and educational contexts. Findings indicate that the teachers' assignment of children to interventions might be underspecified, and starting points for specific teacher training programs are outlined. (DIPF/Orig.)
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Keyword:
Data; Daten; ddc:370; Deutschland; Diagnostic; Diagnostik; Education; Empirical study; Empirische Bildungsforschung; Empirische Untersuchung; Entscheidung; Erziehung; Germany; Grundschüler; Grundschullehrer; Hessen; Hierarchical Linear Modelling; Intervention; Lesefertigkeit; Lesestörung; Lesetest; Lower Saxony; Mehrebenenanalyse; Multi-level analysis; Niedersachsen; Reading skill; Reading tests; Rechtschreibtest; Regression analysis; Regressionsanalyse; School year 03; Schul- und Bildungswesen; Schuljahr 03; Wortschatztest
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URL: https://doi.org/10.25656/01:23762 http://nbn-resolving.de/urn:nbn:de:0111-pedocs-237621 https://www.pedocs.de/volltexte/2022/23762/ https://www.pedocs.de/volltexte/2022/23762/pdf/JoLD_2021_5_Schmitterer_Brod_Which_Data_Do_Elementary_School_A.pdf
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Which data do elementary school teachers use to determine reading difficulties in their students? ...
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Sensitivity towards Thematic and Taxomic Relatedness Throughout Childhood: When does the Thematic Preference subside? ...
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Effects of reading and spelling predictors before and after school entry. Evidence from a German longitudinal study
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In: Learning and instruction (2019) 59, S. 46-53 (2019)
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Grain size effects in rime judgment across literacy development in German
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In: Applied psycholinguistics 40 (2019) 3, S. 673-691 (2019)
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Effects of reading and spelling predictors before and after school entry. Evidence from a German longitudinal study ...
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Grain size effects in rime judgment across literacy development in German ...
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Young children's ability to distinguish thematic relations. Development and predictive value for early reading ...
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Young children's ability to distinguish thematic relations. Development and predictive value for early reading
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In: Cognitive development 50 (2019), S. 22-35 (2019)
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