Influences on Teachers' Judgment Accuracy of Reading Abilities on Second and Third Grade Students: A Multilevel Analysis

Autor/inn/en	Paleczek, Lisa; Seifert, Susanne; Gasteiger-Klicpera, Barbara
Titel	Influences on Teachers' Judgment Accuracy of Reading Abilities on Second and Third Grade Students: A Multilevel Analysis
Quelle	In: Psychology in the Schools, 54 (2017) 3, S.228-245 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21993
Schlagwörter	Reading Ability; Teacher Attitudes; Grade 3; Grade 2; Decoding (Reading); Reading Comprehension; Special Education; Special Needs Students; Response to Intervention; Children; Elementary School Students; Teacher Education; Multiple Regression Analysis + Suchen Sie Ihr Suchwort? Reading competence; Lesekompetenz; Lehrerverhalten; School year 03; 3. Schuljahr; Schuljahr 03; School year 02; 2. Schuljahr; Schuljahr 02; Dekodierung; Leseverstehen; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Child; Kind; Kinder; Lehrerausbildung; Lehrerbildung
Abstract	The present study aims at examining variables (at individual and class level) that influence the accuracy of teacher judgments of second and third graders' reading abilities (decoding and reading comprehension). Data of 1,468 students and 86 teachers were collected. Due to the nested structure of the data, multilevel regression analyses were applied. Results revealed about 5% of the variance in judgment accuracy at class level. Generally, teachers judged reading comprehension abilities more accurately than decoding abilities. Low-achieving students' abilities, though, were judged less accurately. Accuracy in judging decoding was higher in small classes and in students with special educational needs. Accuracy in judging reading comprehension grew along the years (higher in Grade 3 and at the end of the academic year). Additionally, teachers judged second language learners' reading comprehension less accurately. The results are discussed in the light of implications for teacher training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01