Which data do elementary school teachers use to determine reading difficulties in their students?

Autor/inn/en	Schmitterer, Alexandra M. A.; Brod, Garvin
Titel	Which data do elementary school teachers use to determine reading difficulties in their students?
Quelle	In: Journal of learning disabilities, 54 (2021) 5, S. 349-364Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Beigaben	Illustration
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-2194; 1538-4780
DOI	10.1177/0022219420981990 10.25656/01:23762
URN	urn:nbn:de:0111-pedocs-237621
Schlagwörter	Empirische Untersuchung; Mehrebenenanalyse; Entscheidung; Diagnostik; Lesetest; Rechtschreibtest; Wortschatztest; Schuljahr 03; Grundschule; Lehrer; Schüler; Leseschwäche; Regressionsanalyse; Lesefertigkeit; Daten; Intervention; Deutschland; Hessen; Niedersachsen
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.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2