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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
Language: English
Authors: Chow, Jason C. (ORCID 0000-0002-2878-7410), Frey, Jennifer R., Naples, Lauren H.
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
FullText Text:
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PubType: Academic Journal
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  Data: Associations between Teacher Ratings and Direct Assessment of Elementary Students' Speech and Language Skills
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Chow%2C+Jason+C%2E%22">Chow, Jason C.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2878-7410">0000-0002-2878-7410</externalLink>)<br /><searchLink fieldCode="AR" term="%22Frey%2C+Jennifer+R%2E%22">Frey, Jennifer R.</searchLink><br /><searchLink fieldCode="AR" term="%22Naples%2C+Lauren+H%2E%22">Naples, Lauren H.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Assessment+for+Effective+Intervention%22"><i>Assessment for Effective Intervention</i></searchLink>. Sep 2021 46(4):310-315.
– Name: Avail
  Label: Availability
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  Data: 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
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 6
– Name: DatePubCY
  Label: Publication Date
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  Data: 2021
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22English+Language+Learners%22">English Language Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Evaluation%22">Speech Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Impairments%22">Language Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Reliability%22">Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Syntax%22">Syntax</searchLink><br /><searchLink fieldCode="DE" term="%22Morphology+%28Languages%29%22">Morphology (Languages)</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Screening+Tests%22">Screening Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Incidence%22">Incidence</searchLink><br /><searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+Comprehension+Tests%22">Listening Comprehension Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Receptive+Language%22">Receptive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Check+Lists%22">Check Lists</searchLink><br /><searchLink fieldCode="DE" term="%22Semantics%22">Semantics</searchLink><br /><searchLink fieldCode="DE" term="%22Connected+Discourse%22">Connected Discourse</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Test+for+Auditory+Comprehension+of+Language%22">Test for Auditory Comprehension of Language</searchLink><br /><searchLink fieldCode="SU" term="%22Clinical+Evaluation+of+Language+Fundamentals%22">Clinical Evaluation of Language Fundamentals</searchLink>
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  Data: 10.1177/1534508419900546
– Name: ISSN
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  Group: ISSN
  Data: 1534-5084
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: As Provided
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  Data: 2021
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  Data: EJ1304819
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    Identifiers:
      – Type: doi
        Value: 10.1177/1534508419900546
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
        StartPage: 310
    Subjects:
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Speech Communication
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Prediction
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: English Language Learners
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Speech Evaluation
        Type: general
      – SubjectFull: Language Impairments
        Type: general
      – SubjectFull: Reliability
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      – SubjectFull: Syntax
        Type: general
      – SubjectFull: Morphology (Languages)
        Type: general
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Screening Tests
        Type: general
      – SubjectFull: Incidence
        Type: general
      – SubjectFull: Disabilities
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      – SubjectFull: Listening Comprehension Tests
        Type: general
      – SubjectFull: Receptive Language
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      – SubjectFull: Language Tests
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      – SubjectFull: Check Lists
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      – SubjectFull: Semantics
        Type: general
      – SubjectFull: Connected Discourse
        Type: general
      – SubjectFull: Test for Auditory Comprehension of Language
        Type: general
      – SubjectFull: Clinical Evaluation of Language Fundamentals
        Type: general
    Titles:
      – TitleFull: Associations between Teacher Ratings and Direct Assessment of Elementary Students' Speech and Language Skills
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