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ERIC Number: EJ859969
Record Type: Journal
Publication Date: 2009-Sep
Pages: 13
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-1045-3830
Myth and Reality of the Word Caller: The Relation between Teacher Nominations and Prevalence among Elementary School Children
Meisinger, Elizabeth B.; Bradley, Barbara A.; Schwanenflugel, Paula J.; Kuhn, Melanie R.; Morris, Robin D.
School Psychology Quarterly, v24 n3 p147-159 Sep 2009
The purpose of the study was to investigate (a) the prevalence of word callers in elementary school, (b) the accuracy of teachers' word caller nominations, and (c) teachers' conceptualization of reading fluency and reading comprehension. To this end, 2 cross-sectional studies of second- and third- (N = 868) and of third- and fifth-grade (N = 202) children were conducted. Our findings suggest that word callers occur infrequently in the primary grades but that they are more prevalent in late elementary school. Regardless of grade level, teachers often overnominated children as word callers. Furthermore, a great deal of ambiguity and inconsistency seems to exist regarding teachers' understanding and use of the term. These findings suggest that the term should be used relatively rarely and that reading educators should be cautious about their identification of word callers in early elementary school. (Contains 5 tables.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Grade 3; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gray Oral Reading Test; Wechsler Individual Achievement Test