The factors contributing to teacher predictions of spelling ability, and the accuracy of their assessments
Article [Version of Record]
Is part ofLanguage and Literacy ; vol. 18, no 1, p.71-98
Publisher(s)Canadian Society for Studies in Education
- Université de Montréal. Faculté de médecine. École d'orthophonie et d'audiologie
In this study, teachers of kindergarten and Grade 1 French-speaking students indicated the likelihood their students would develop later writing difficulties. Results showed that language measures, language background, the education levels of parents, and home literacy practices predicted whether children would be identified as at-risk. Moreover children’s oral language skills accounted for even more of the variance in teacher ratings than other variables. Spelling performance assessed 1-year later from a subset of children indicated that the teacher predictions were accurate. Thus, teachers appear to be an effective source for predicting children’s future literacy performance.
Kolne K, Gonnerman L, Royle, P, Marquis A, Rvachew S. (2016) The Factors Contributing to Teacher Predictions of Spelling Ability, and the Accuracy of Their Assessments. Language and Litteracy, vol. 18, (1), p. 71-98.