Special Education Teachers’ Identification of Students’ Reading Difficulties in Grade 6
Virinkoski, R., Lerkkanen, M.-K., Eklund, K., & Aro, M. (2020). Special Education Teachers’ Identification of Students’ Reading Difficulties in Grade 6. Scandinavian Journal of Educational Research, Early online. https://doi.org/10.1080/00313831.2020.1833241
Julkaistu sarjassaScandinavian Journal of Educational Research
© 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
his study investigated special educational needs (SEN) teachers’ (n = 29) assessment practices and the accuracy of their ratings of the students’ (M age = 12.75 years, n = 55) skill levels in reading fluency and reading comprehension. Teachers rated their sixth grade students’ fluency and comprehension on a three-point scale, and the students were also tested in group tests. Results showed that SEN teachers used several assessment practices simultaneously but mostly relied on observations. The correlations between the teacher ratings and the test scores were significant but moderate in fluency and weak in comprehension. Only two thirds of low-performing students having difficulties in fluency or comprehension were identified. Additionally, identification of students with typical reading comprehension was inaccurate.
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Rahoitusohjelmat(t)Akatemiahanke, SA; Profilointi, SA
Lisätietoja rahoituksestaThis study has been financed by the Academy of Finland (No. 292466 for 2015–2019; No. 268586 for 2013–2017) and a grant from the Ellen and Artturi Nyyssönen Foundation (2017, No. 03042017).
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