How accurate are teachers and support specialists when judging students' literacy skills? Special educational service as an external factor influencing judgements

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Dyslexia Pub Date : 2022-07-31 DOI:10.1002/dys.1725
Maris Juhkam, Piret Soodla, Mikko Aro
{"title":"How accurate are teachers and support specialists when judging students' literacy skills? Special educational service as an external factor influencing judgements","authors":"Maris Juhkam,&nbsp;Piret Soodla,&nbsp;Mikko Aro","doi":"10.1002/dys.1725","DOIUrl":null,"url":null,"abstract":"<p>The aim of the study was to examine the accuracy of Estonian teachers' and support specialists' judgements of students' spelling skills and reading fluency and to investigate the provision of special education services to students as a factor influencing teachers' judgements. The sample included 11 classroom teachers, 8 support specialists, and 187 third-grade students. The judgements were collected using scales, and students' literacy skills were assessed using group and individual tests. The results indicated that judgements of reading fluency were less accurate than those of spelling skills. In addition, the provision of special education services influenced teachers' judgements, directing them to identify students in need of help, even if the teacher did not initially assign the student to the low-skilled group. Unexpectedly, teachers' judgements of the skills of students receiving special education services were slightly more accurate than support specialists' judgements.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"28 4","pages":"378-396"},"PeriodicalIF":1.9000,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/f4/36/DYS-28-378.PMC9796858.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Dyslexia","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/dys.1725","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0

Abstract

The aim of the study was to examine the accuracy of Estonian teachers' and support specialists' judgements of students' spelling skills and reading fluency and to investigate the provision of special education services to students as a factor influencing teachers' judgements. The sample included 11 classroom teachers, 8 support specialists, and 187 third-grade students. The judgements were collected using scales, and students' literacy skills were assessed using group and individual tests. The results indicated that judgements of reading fluency were less accurate than those of spelling skills. In addition, the provision of special education services influenced teachers' judgements, directing them to identify students in need of help, even if the teacher did not initially assign the student to the low-skilled group. Unexpectedly, teachers' judgements of the skills of students receiving special education services were slightly more accurate than support specialists' judgements.

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
在判断学生的读写能力时,教师和辅助专家的判断有多准确?特殊教育服务是影响判决的外部因素
这项研究的目的是检查爱沙尼亚教师和辅助专家对学生拼写技能和阅读流利程度判断的准确性,并调查向学生提供特殊教育服务作为影响教师判断的一个因素。样本包括11名任课教师、8名支持专家和187名三年级学生。评语是用量表收集的,学生的读写能力是用小组和个人测试来评估的。结果表明,对阅读流畅性的判断不如对拼写技能的判断准确。此外,特殊教育服务的提供影响了教师的判断,指导他们识别需要帮助的学生,即使教师最初没有将学生分配到低技能组。出乎意料的是,教师对接受特殊教育服务的学生技能的判断比支持专家的判断略准确。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
期刊最新文献
Visual Implicit Pre-Cueing Improves Response Time in Decision-Making in Dyslexic Children Presentation matters: Surface text features and text quality in written narratives of Dutch high school students with and without dyslexia Subjective visual vertical/horizontal and video head impulse test in dyslexic children Correction to effects of a visual perception-based occupational therapy programme on reading and motor skills in children with developmental dyslexia: Single blind randomised crossover study design Improving persuasive writing skills of high school students with specific learning disabilities: STOP and DARE strategy
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1