Special Education Teachers’ Identification of Students’ Reading Difficulties in Grade 6

Virinkoski, Riitta; Lerkkanen, Marja-Kristiina; Eklund, Kenneth; Aro, Mikko

doi:10.1080/00313831.2020.1833241

dc.contributor.author	Virinkoski, Riitta
dc.contributor.author	Lerkkanen, Marja-Kristiina
dc.contributor.author	Eklund, Kenneth
dc.contributor.author	Aro, Mikko
dc.date.accessioned	2020-10-30T10:05:04Z
dc.date.available	2020-10-30T10:05:04Z
dc.date.issued	2022
dc.identifier.citation	Virinkoski, R., Lerkkanen, M.-K., Eklund, K., & Aro, M. (2022). Special Education Teachers’ Identification of Students’ Reading Difficulties in Grade 6. <i>Scandinavian Journal of Educational Research</i>, <i>66</i>(1), 59-72. <a href="https://doi.org/10.1080/00313831.2020.1833241" target="_blank">https://doi.org/10.1080/00313831.2020.1833241</a>
dc.identifier.other	CONVID_43404729
dc.identifier.uri	https://jyx.jyu.fi/handle/123456789/72403
dc.description.abstract	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.	en
dc.format.mimetype	application/pdf
dc.language.iso	eng
dc.publisher	Routledge
dc.relation.ispartofseries	Scandinavian Journal of Educational Research
dc.rights	CC BY 4.0
dc.subject.other	reading difficulties
dc.subject.other	reading fluency
dc.subject.other	reading comprehension
dc.subject.other	special education teachers
dc.subject.other	sensitivity
dc.subject.other	specificity
dc.title	Special Education Teachers’ Identification of Students’ Reading Difficulties in Grade 6
dc.type	article
dc.identifier.urn	URN:NBN:fi:jyu-202010306448
dc.contributor.laitos	Avoin yliopisto	fi
dc.contributor.laitos	Kasvatustieteiden laitos	fi
dc.contributor.laitos	Opettajankoulutuslaitos	fi
dc.contributor.laitos	Open University	en
dc.contributor.laitos	Department of Education	en
dc.contributor.laitos	Department of Teacher Education	en
dc.contributor.oppiaine	Kasvatuspsykologia	fi
dc.contributor.oppiaine	Erityispedagogiikka	fi
dc.contributor.oppiaine	Kasvatuspsykologia	en
dc.contributor.oppiaine	Special Education	en
dc.type.uri	http://purl.org/eprint/type/JournalArticle
dc.type.coar	http://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatus	peerReviewed
dc.format.pagerange	59-72
dc.relation.issn	0031-3831
dc.relation.numberinseries	1
dc.relation.volume	66
dc.type.version	publishedVersion
dc.rights.copyright	© 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevel	openAccess
dc.relation.grantnumber	268586
dc.relation.grantnumber	292466
dc.subject.yso	lukihäiriöt
dc.subject.yso	arviointi
dc.subject.yso	tunnistaminen
dc.subject.yso	lukeminen
dc.subject.yso	sujuvuus
dc.subject.yso	erityisopettajat
dc.subject.yso	luetun ymmärtäminen
dc.subject.yso	erityisopetus
dc.format.content	fulltext
jyx.subject.uri	http://www.yso.fi/onto/yso/p5301
jyx.subject.uri	http://www.yso.fi/onto/yso/p7413
jyx.subject.uri	http://www.yso.fi/onto/yso/p8265
jyx.subject.uri	http://www.yso.fi/onto/yso/p11406
jyx.subject.uri	http://www.yso.fi/onto/yso/p21865
jyx.subject.uri	http://www.yso.fi/onto/yso/p14593
jyx.subject.uri	http://www.yso.fi/onto/yso/p20611
jyx.subject.uri	http://www.yso.fi/onto/yso/p6984
dc.rights.url	https://rightsstatements.org/page/InC/1.0/
dc.relation.doi	10.1080/00313831.2020.1833241
dc.relation.funder	Research Council of Finland	en
dc.relation.funder	Research Council of Finland	en
dc.relation.funder	Suomen Akatemia	fi
dc.relation.funder	Suomen Akatemia	fi
jyx.fundingprogram	Academy Project, AoF	en
jyx.fundingprogram	Research profiles, AoF	en
jyx.fundingprogram	Akatemiahanke, SA	fi
jyx.fundingprogram	Profilointi, SA	fi
jyx.fundinginformation	This 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).
dc.type.okm	A1

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Special Education Teachers’ Identification of Students’ Reading Difficulties in Grade 6

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Samankaltainen aineisto

Longitudinal Stability of Reading Difficulties : Examining the Effects of Measurement Error, Cut-Offs, and Buffer Zones in Identification ﻿

Reading comprehension difficulty is often distinct from difficulty in reading fluency and accompanied with problems in motivation and school well-being ﻿

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Development of reading and arithmetic skills across Grades 1 to 4 in two groups of children receiving part-time special education ﻿

Development of silent reading fluency and reading comprehension across grades 1 to 9 : unidirectional or bidirectional effects between the two skills? ﻿

Longitudinal Stability of Reading Difficulties : Examining the Effects of Measurement Error, Cut-Offs, and Buffer Zones in Identification

Reading comprehension difficulty is often distinct from difficulty in reading fluency and accompanied with problems in motivation and school well-being

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