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Examining the accuracy of teacher judgments of students' early literacy skills.

机译：检查老师对学生早期读写能力的判断的准确性。

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摘要

Past research has demonstrated that teachers are able to make accurate judgments of students' academic achievement. Limited research, however, has examined the accuracy of teacher judgments regarding students' early literacy skills. Due to the importance of preventing reading difficulties in children, teacher judgments could be used as a cost-effective screening tool for identifying children at-risk for developing future reading problems. The purpose of this investigation was to examine the accuracy of teacher judgments of students' early literacy skills, and to determine if student achievement level influenced teacher judgment accuracy. Higher- and lower-achieving kindergarten and first grade students were assessed using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Nonsense Word Fluency and Phoneme Segmentation Fluency measures. Teachers then predicted their respective students' performance on the two DIBELS measures. Results indicated a moderately strong relationship between teacher judgments and students' performance across all of the students, which is consistent with past research. Additionally, results indicated that teachers made more accurate judgments for lower-achieving students as compared to higher-achieving students, which is contrary to past research. The findings of the investigation suggest that teacher judgments of students' early literacy skills can be a valuable asset for school psychologists in early identification of students at-risk for reading difficulties.
机译：过去的研究表明，教师能够对学生的学习成绩做出准确的判断。然而，有限的研究检查了教师对学生早期读写能力的判断的准确性。由于预防儿童阅读困难的重要性，教师的判断可以作为一种经济有效的筛查工具，用于识别有发展未来阅读问题风险的儿童。这项调查的目的是检验教师对学生早期读写能力的判断的准确性，并确定学生的成就水平是否影响教师的判断准确性。使用基本早期识字技能动态指标（DIBELS）废话流利度和音素分段流利度评估方法来评估高，低成绩的幼儿园和一年级学生。然后，教师根据两项DIBELS指标预测各自学生的表现。结果表明，在所有学生中，教师的判断与学生的表现之间存在中等程度的强烈关系，这与以往的研究一致。此外，结果表明，与成绩较高的学生相比，教师对成绩较低的学生做出了更准确的判断，这与以往的研究相反。调查结果表明，教师对学生早期读写能力的判断对于学校心理学家而言，在早期识别有阅读困难风险的学生方面可能是宝贵的资产。

著录项

  • 作者

    Martin, Stacy Durnan.;

  • 作者单位

    Lehigh University.;

  • 授予单位 Lehigh University.;
  • 学科 Education Reading.;Education Tests and Measurements.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 138 p.
  • 总页数 138
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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