6533b85ffe1ef96bd12c26ae
RESEARCH PRODUCT
How accurate are teachers and support specialists when judging students' literacy skills? Special educational service as an external factor influencing judgements.
Piret SoodlaMaris JuhkamMikko Arosubject
Experimental and Cognitive Psychologyliteracysupports pecialistsEducationtukiopetusDyslexiaoppimisvaikeudetspecial education serviceLiteracyerityisopetusDevelopmental and Educational PsychologyHumansStudentsteachersluokanopettajatGeneral MedicinejudgementsopettajatoikeinkirjoitussaatavuusEducation SpeciallukutaitotukihenkilötSchool Teacherstukipalvelutarviointidescription
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. peerReviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2022-07-31 | Dyslexia (Chichester, England)REFERENCES |