Teachers' Screening Accuracy and Language Achievement for Roma Students at Risk for Developmental Disabilities: A Greek Study

Autor/inn/en	Tzouriadou, Maria; Vouyoukas, Constantinos; Anagnostopoulou, Eleni; Filiou, Athanasia
Titel	Teachers' Screening Accuracy and Language Achievement for Roma Students at Risk for Developmental Disabilities: A Greek Study
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 9, S.1405-1413 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vouyoukas, Constantinos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2019.1593944
Schlagwörter	Ethnic Groups; Minority Group Students; Underachievement; At Risk Students; Foreign Countries; Screening Tests; Elementary School Students; Learning Problems; Developmental Disabilities; Language Skills; Prediction; Teacher Attitudes; Accuracy; Grade 5; Grade 6; Disability Identification; Greece + Suchen Sie Ihr Suchwort? Ethnie; Performance deficiency; Leistungsschwäche; Ausland; Screening-Verfahren; Lernproblem; Entwicklungsstörung; Language skill; Sprachkompetenz; Vorhersage; Lehrerverhalten; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Griechenland
Abstract	The Roma, known as well as gypsies, constitute the largest transnational, non-territorial nation. Research has indicated that the majority of Roma students cannot meet school requirements. Teachers' attributions on the causes of Roma students' underachievement have focused on factors such as poverty, illiteracy and different values system. Consequently, developmental factors associated with Roma students' achievement have been understudied. The aims of this study were to investigate within the Greek context if teachers' judgments with the use of an appropriate screening tool can detect Roma students at risk for developmental disabilities and predict their actual language achievement. The study participants were 82 Greek primary school students; 43 Roma students and 39 non-Roma students. The Greek version of the Learning Disabilities Diagnostic Inventory (LDDI) was used as the screening tool. Greek language achievement was assessed through a non-standardized curriculum-based test. Main findings revealed that, according to teachers' judgments, both Roma and non-Roma students were at risk for developmental disabilities; both groups earned low scores on the language achievement test, particularly Roma students; and teachers' judgments had predictive accuracy on students' language achievement. Research findings highlight the need for the universal assessment and differential diagnosis of culturally and linguistically diverse students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01