The Accuracy of U.S. Middle School Teachers’ Judgment of Student Reading Abilities
Abstract: Teacher judgments of students’ reading abilities in the elementary grades have been re- searched extensively, but less is known about how middle school teachers judge their stu- dents’ word reading, fluency, vocabulary, and comprehension skills. Such information could be useful when determining which students and reading components would be rea- sonable instructional priorities. Thus, the present study explored U.S. teachers’ accuracy at predicting the performance of students in Grades 6–8 on standardized measures of reading abilities. The multilevel analytic models accounted for the nesting of students (n = 97) with- in teacher raters (n = 12) at three middle schools in one school district. Results indicated that the teachers’ ratings of overall ability and their beliefs about the specific skills with which their students struggled were poor predictors of actual student performance. Although the small sample of teachers from one district in one country limits the generalizability .... https://journals.ub.uni-koeln.de/index.php/IJRLD/article/view/1826
- Location
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Deutsche Nationalbibliothek Frankfurt am Main
- Extent
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Online-Ressource
- Language
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Englisch
- Bibliographic citation
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The Accuracy of U.S. Middle School Teachers’ Judgment of Student Reading Abilities ; volume:6 ; number:1 ; year:2023
International journal for research in learning disabilities ; 6, Heft 1 (2023)
- Creator
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Reed, Deborah K.
Reeger , Adam
Hazeltine, Eliot
McMurray, Bob
- URN
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urn:nbn:de:101:1-2406131451069.036223304564
- Rights
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Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Last update
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14.08.20252025, 3:57 PM CEST
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Associated
- Reed, Deborah K.
- Reeger , Adam
- Hazeltine, Eliot
- McMurray, Bob
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