How accurate are teachers and support specialists when judging students' literacy skills? Special educational service as an external factor influencing judgements.
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| Title: | How accurate are teachers and support specialists when judging students' literacy skills? Special educational service as an external factor influencing judgements. |
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| Authors: | Juhkam, Maris, Soodla, Piret, Aro, Mikko |
| Source: | Dyslexia (10769242). Nov2022, Vol. 28 Issue 4, p378-396. 19p. |
| Abstract: | The aim of the study was to examine the accuracy of Estonian teachers' and support specialists' judgements of students' spelling skills and reading fluency and to investigate the provision of special education services to students as a factor influencing teachers' judgements. The sample included 11 classroom teachers, 8 support specialists, and 187 third‐grade students. The judgements were collected using scales, and students' literacy skills were assessed using group and individual tests. The results indicated that judgements of reading fluency were less accurate than those of spelling skills. In addition, the provision of special education services influenced teachers' judgements, directing them to identify students in need of help, even if the teacher did not initially assign the student to the low‐skilled group. Unexpectedly, teachers' judgements of the skills of students receiving special education services were slightly more accurate than support specialists' judgements. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The aim of the study was to examine the accuracy of Estonian teachers' and support specialists' judgements of students' spelling skills and reading fluency and to investigate the provision of special education services to students as a factor influencing teachers' judgements. The sample included 11 classroom teachers, 8 support specialists, and 187 third‐grade students. The judgements were collected using scales, and students' literacy skills were assessed using group and individual tests. The results indicated that judgements of reading fluency were less accurate than those of spelling skills. In addition, the provision of special education services influenced teachers' judgements, directing them to identify students in need of help, even if the teacher did not initially assign the student to the low‐skilled group. Unexpectedly, teachers' judgements of the skills of students receiving special education services were slightly more accurate than support specialists' judgements. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10769242 |
| DOI: | 10.1002/dys.1725 |
