Suche

Erweiterte Literatursuche

Ariadne Pfad:

Inhalt

Detailanzeige

Aufsatz (Zeitschrift) zugänglich unter
URN:
DOI:
Titel
Which data do elementary school teachers use to determine reading difficulties in their students?
Autoren GND-ID ORCID; GND-ID
OriginalveröffentlichungJournal of learning disabilities 54 (2021) 5, S. 349-364 ZDB
Dokument  (280 KB)
Lizenz des Dokumentes Lizenz-Logo 
Schlagwörter (Deutsch)Lesestörung; Intervention; Grundschullehrer; Entscheidung; Diagnostik; Daten; Lesefertigkeit; Lesetest; Rechtschreibtest; Wortschatztest; Grundschüler; Schuljahr 03; Mehrebenenanalyse; Regressionsanalyse; Empirische Untersuchung; Hessen; Niedersachsen; Deutschland
TeildisziplinEmpirische Bildungsforschung
DokumentartAufsatz (Zeitschrift)
ISSN0022-2194
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):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.)
zusätzliche URLsDOI: 10.1177/0022219420981990
StatistikAnzahl der Zugriffe auf dieses Dokument Anzahl der Zugriffe auf dieses Dokument
PrüfsummenPrüfsummenvergleich als Unversehrtheitsnachweis
Eintrag erfolgte am08.03.2022
QuellenangabeSchmitterer, Alexandra; Brod, Garvin: Which data do elementary school teachers use to determine reading difficulties in their students? - In: Journal of learning disabilities 54 (2021) 5, S. 349-364 - URN: urn:nbn:de:0111-pedocs-237621 - DOI: 10.25656/01:23762
Dateien exportieren

Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)