Associations between Teacher Ratings and Direct Assessment of Elementary Students' Speech and Language Skills
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| Title: | Associations between Teacher Ratings and Direct Assessment of Elementary Students' Speech and Language Skills |
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| Language: | English |
| Authors: | Chow, Jason C. (ORCID |
| Source: | Assessment for Effective Intervention. Sep 2021 46(4):310-315. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 1 Primary Education Grade 2 |
| Descriptors: | Correlation, Teacher Attitudes, Elementary School Students, Speech Communication, Language Skills, Student Evaluation, Grade 1, Grade 2, Prediction, Gender Differences, Race, Ethnicity, English Language Learners, Special Education, Student Characteristics, Evaluation Methods, Speech Evaluation, Language Impairments, Reliability, Syntax, Morphology (Languages), Vocabulary Development, Screening Tests, Incidence, Disabilities, Listening Comprehension Tests, Receptive Language, Language Tests, Check Lists, Semantics, Connected Discourse |
| Assessment and Survey Identifiers: | Test for Auditory Comprehension of Language, Clinical Evaluation of Language Fundamentals |
| DOI: | 10.1177/1534508419900546 |
| ISSN: | 1534-5084 |
| Abstract: | We investigated the associations between teacher-rated and direct assessments of early elementary students' speech and language skills to explore whether using teachers as primary screeners yielded assessment data that reliably identified young students with language difficulties who many need a more comprehensive evaluation. We assessed first- and second-grade students (N = 365) on syntax, morphology, and vocabulary, screened for global speech and language development, and analyzed a teacher-completed norm-referenced communication rating scale. Teacher-rated language significantly predicted students' latent language skills, and teachers' ratings of students' communication skills were not influenced by students' gender, race/ethnicity, English language learner status, or special education status. We conclude with a discussion of implications for school-based research, assessment, and practice. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1304819 |
| Database: | ERIC |
| Abstract: | We investigated the associations between teacher-rated and direct assessments of early elementary students' speech and language skills to explore whether using teachers as primary screeners yielded assessment data that reliably identified young students with language difficulties who many need a more comprehensive evaluation. We assessed first- and second-grade students (N = 365) on syntax, morphology, and vocabulary, screened for global speech and language development, and analyzed a teacher-completed norm-referenced communication rating scale. Teacher-rated language significantly predicted students' latent language skills, and teachers' ratings of students' communication skills were not influenced by students' gender, race/ethnicity, English language learner status, or special education status. We conclude with a discussion of implications for school-based research, assessment, and practice. |
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| ISSN: | 1534-5084 |
| DOI: | 10.1177/1534508419900546 |
