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RESEARCH PRODUCT
Special Education Teachers’ Identification of Students’ Reading Difficulties in Grade 6
Marja-kristiina LerkkanenMikko AroKenneth EklundRiitta Virinkoskisubject
media_common.quotation_subjecteducationspecificitysujuvuusSpecial educationlukeminenEducationerityisopetusReading (process)Mathematics education0501 psychology and cognitive sciencesreading difficultiestunnistaminenmedia_commonluetun ymmärtäminen05 social scienceserityisopettajat050301 educationspecial education teachersreading comprehensionsensitivityreading fluencyIdentification (information)Reading comprehensionSpecial educational needsPsychologylukihäiriöt0503 educationarviointi050104 developmental & child psychologydescription
his study investigated special educational needs (SEN) teachers’ (n = 29) assessment practices and the accuracy of their ratings of the students’ (M age = 12.75 years, n = 55) skill levels in reading fluency and reading comprehension. Teachers rated their sixth grade students’ fluency and comprehension on a three-point scale, and the students were also tested in group tests. Results showed that SEN teachers used several assessment practices simultaneously but mostly relied on observations. The correlations between the teacher ratings and the test scores were significant but moderate in fluency and weak in comprehension. Only two thirds of low-performing students having difficulties in fluency or comprehension were identified. Additionally, identification of students with typical reading comprehension was inaccurate. peerReviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2020-10-27 |