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ERIC Number: ED443085
Record Type: Non-Journal
Publication Date: 1999
Pages: 15
Abstractor: N/A
Reference Count: N/A
Educators' Judgements of Children's Spelling Errors as Predictors of Reading Disability.
Petersen, Gregg; Patton, James E.; Mills, James; Gabe, Rose; McBride, Robert; Wanat, Carolyn
This paper presents the results of a two-part survey that investigated elementary classroom teachers' awareness of the relevance of students' spelling performance to the identification of reading disability. In part one, 61 of 84 surveyed teachers of grades 2, 3, 4, and 5 (73%) and 16 of 22 school psychologists (73%) indicated that they do, routinely, evaluate students' spelling production when judging the referral-related significance of reading skill delays. In a second, separate survey, 55 primary and 48 intermediate grade teachers rated the importance of each of five specific types of spelling errors to the diagnosis of reading disability among moderately delayed readers. For two of the error types, the teachers were quite knowledgeable about their discriminative relevance. However, across all five errors, the rate of correct response was only 57%, and teachers were particularly likely to misjudge the relevance of letter orientation mistakes. The results of this study, though encouraging in some aspects, point out the gap that still exists between what is currently known, versus what actually is practiced, in the diagnosis of reading disability. (Contains 2 tables and 13 references. Appendix A contains the Spelling Error Survey--Instructions to Teachers. Attached are a primary and an intermediate level example of the form used in the study.) (Author/RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A