NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ936206
Record Type: Journal
Publication Date: 2011-Aug
Pages: 25
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-0748-8491
Mothers' and Teachers' Estimations of First Graders' Literacy Level and Their Relation to the Children's Actual Performance in Different SES Groups
Korat, Ofra
Education and Treatment of Children, v34 n3 p347-371 Aug 2011
The relationship between mothers' and teachers' estimations of 60 children's literacy level and their actual performance were investigated in two different socio-economic status (SES) groups: low (LSES) and high (HSES). The children's reading (fluency, accuracy and comprehension) and spelling levels were measured. The mothers evaluated their own children and 17 teachers evaluated these same children in the same domains. HSES children exhibited a higher actual literacy level than low SES children, and were estimated as having a higher literacy level by their mothers and teachers. Mothers' estimations were higher than those of teachers, and spelling level was estimated as the lowest domain by teachers and parents. Regression analysis showed that the teachers' estimations were the most accurate regarding the children's literacy level in all domains, whereas the mothers' estimations and family SES partially contributed to the children's actual level. Implications of these findings are discussed. (Contains 4 tables and 3 figures.)
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel