ERIC Number: EJ1040605
Record Type: Journal
Publication Date: 2014-Mar
Abstractor: As Provided
Reference Count: 36
Utilizing Teacher Ratings of Student Literacy to Identify At-Risk Students: An Analysis of Data from the Early Childhood Longitudinal Study
Titley, Jonathan E.; D'Amato, Rik Carl; Koehler-Hak, Kathrine M.
Contemporary School Psychology, v18 n1 p59-68 Mar 2014
The identification of children at-risk for reading problems can be costly and time-consuming. Previous research has indicated that teachers are relatively accurate in assessing children's overall reading ability. This study investigated the accuracy of kindergarten and first grade teacher rating scales in predicting children's reading scores on assessments in kindergarten, first, third, and fifth grades. The sample included 8,806 children from the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K). Results demonstrated that teacher ratings significantly predicted children's later reading scores through fifth grade. The practical implications of the results are discussed in relation to early identification of children at-risk for learning disabilities in reading.
Descriptors: Literacy, Student Evaluation, Achievement Rating, At Risk Students, Disability Identification, Early Childhood Education, Longitudinal Studies, Data Analysis, Reading Difficulties, Reading Ability, Preschool Teachers, Elementary School Teachers, Accuracy, Rating Scales, Test Reliability, Test Validity, Evaluation Methods, Evaluation Utilization, Kindergarten, Grade 1
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education; Elementary Education; Primary Education; Kindergarten; Grade 1
Authoring Institution: N/A