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dc.contributor.authorVirinkoski, Riitta
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorHolopainen, Leena
dc.contributor.authorEklund, Kenneth
dc.contributor.authorAro, Mikko
dc.date.accessioned2018-08-15T10:13:00Z
dc.date.available2018-10-07T21:35:45Z
dc.date.issued2018fi
dc.identifier.citationVirinkoski, R., Lerkkanen, M.-K., Holopainen, L., Eklund, K., & Aro, M. (2018). Teachers’ Ability to Identify Children at Early Risk for Reading Difficulties in Grade 1. <em>Early Childhood Education Journal</em>, 46 (5), 497-509. <a href="https://doi.org/10.1007/s10643-017-0883-5">doi:10.1007/s10643-017-0883-5</a>fi
dc.identifier.otherTUTKAID_75255
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/59229
dc.description.abstractThe aim of the study was to investigate what kinds of assessment practices classroom teachers and special educational needs (SEN) teachers use in assessing first grade students' pre-reading skills (letter knowledge and phonological skills). Further, we investigated to what extent teachers were able to identify difficulties in pre-reading skills of the children with the lowest achievement scores. The accuracy of teacher ratings of students' pre-reading skills was studied by comparing teacher ratings to actual test scores. The data from two Finnish longitudinal studies were used: JLD sample (class teachers, n = 91; SEN teachers, n = 51; 200 students) and First Steps sample (class teachers, n = 136; SEN teachers, n = 34; 598 students). Results showed first, that most classroom teachers used qualitative assessment and SEN teachers also relied on tests. Secondly, although teacher ratings correlated with the test scores, closer investigation of sensitivity and specificity of the teacher ratings revealed that a number of children in need of extra support for their early reading development according to test scores remained unidentified. Moreover, there were some students identified by the teacher to have difficulties despite test scores not confirming that. The findings underline the importance for developing more specific and reliable assessment tools for teachers to use for pedagogical purposes, and respectively, the need to pay more attention to early identification of reading difficulties in teacher training program curricula.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSpringer Netherlands
dc.relation.ispartofseriesEarly Childhood Education Journal
dc.rightsIn Copyright
dc.subject.otheroppimisvaikeudetfi
dc.subject.otherlukeminen (toiminta)fi
dc.subject.otherlukihäiriötfi
dc.subject.othertunnistaminenfi
dc.subject.otherriskitfi
dc.subject.otherarviointifi
dc.subject.otheropettajatfi
dc.subject.othererityisopetusfi
dc.subject.otherassessmentfi
dc.subject.otherteacherfi
dc.subject.otherpre-reading skillsfi
dc.subject.otherat-risk studentsfi
dc.subject.othersensitivityfi
dc.subject.otherspecificityfi
dc.subject.otherspecial education (teaching)fi
dc.titleTeachers’ Ability to Identify Children at Early Risk for Reading Difficulties in Grade 1fi
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201807243632
dc.contributor.laitosAvoin yliopistofi
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosOpen Universityen
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineErityispedagogiikka
dc.contributor.oppiaineKasvatuspsykologia
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2018-07-24T09:15:05Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange497-509
dc.relation.issn1082-3301
dc.relation.numberinseries5
dc.relation.volume46
dc.type.versionacceptedVersion
dc.rights.copyright© Springer Science+Business Media, LLC 2017
dc.rights.accesslevelopenAccessfi
dc.format.contentfulltext
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1007/s10643-017-0883-5


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