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Teachers’ Ability to Identify Children at Early Risk for Reading Difficulties in Grade 1.

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Title: Teachers’ Ability to Identify Children at Early Risk for Reading Difficulties in Grade 1.
Authors: Virinkoski, Riitta1 riitta.e.virinkoski@jyu.fi, Lerkkanen, Marja-Kristiina2, Holopainen, Leena3, Eklund, Kenneth4, Aro, Mikko5
Source: Early Childhood Education Journal. Sep2018, Vol. 46 Issue 5, p497-509. 13p. 7 Charts.
Subject Terms: *Reading comprehension ability testing, *Reading comprehension, *Reading exercises, *Reading strategies, *Comprehension testing
Abstract: The aim of the study was to investigate what kinds of assessment practices classroom teachers and special educational needs (SEN) teachers use in assessing first grade students' pre-reading skills (letter knowledge and phonological skills). Further, we investigated to what extent teachers were able to identify difficulties in pre-reading skills of the children with the lowest achievement scores. The accuracy of teacher ratings of students' pre-reading skills was studied by comparing teacher ratings to actual test scores. The data from two Finnish longitudinal studies were used: JLD sample (class teachers, n = 91; SEN teachers, n = 51; 200 students) and First Steps sample (class teachers, n = 136; SEN teachers, n = 34; 598 students). Results showed first, that most classroom teachers used qualitative assessment and SEN teachers also relied on tests. Secondly, although teacher ratings correlated with the test scores, closer investigation of sensitivity and specificity of the teacher ratings revealed that a number of children in need of extra support for their early reading development according to test scores remained unidentified. Moreover, there were some students identified by the teacher to have difficulties despite test scores not confirming that. The findings underline the importance for developing more specific and reliable assessment tools for teachers to use for pedagogical purposes, and respectively, the need to pay more attention to early identification of reading difficulties in teacher training program curricula. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Teachers’ Ability to Identify Children at Early Risk for Reading Difficulties in Grade 1.
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  Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Sep2018, Vol. 46 Issue 5, p497-509. 13p. 7 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Reading+comprehension+ability+testing%22">Reading comprehension ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+exercises%22">Reading exercises</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+strategies%22">Reading strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Comprehension+testing%22">Comprehension testing</searchLink>
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  Data: The aim of the study was to investigate what kinds of assessment practices classroom teachers and special educational needs (SEN) teachers use in assessing first grade students' pre-reading skills (letter knowledge and phonological skills). Further, we investigated to what extent teachers were able to identify difficulties in pre-reading skills of the children with the lowest achievement scores. The accuracy of teacher ratings of students' pre-reading skills was studied by comparing teacher ratings to actual test scores. The data from two Finnish longitudinal studies were used: JLD sample (class teachers, n = 91; SEN teachers, n = 51; 200 students) and First Steps sample (class teachers, n = 136; SEN teachers, n = 34; 598 students). Results showed first, that most classroom teachers used qualitative assessment and SEN teachers also relied on tests. Secondly, although teacher ratings correlated with the test scores, closer investigation of sensitivity and specificity of the teacher ratings revealed that a number of children in need of extra support for their early reading development according to test scores remained unidentified. Moreover, there were some students identified by the teacher to have difficulties despite test scores not confirming that. The findings underline the importance for developing more specific and reliable assessment tools for teachers to use for pedagogical purposes, and respectively, the need to pay more attention to early identification of reading difficulties in teacher training program curricula. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Sep2018
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