Utility of kindergarten teacher judgments in identifying early learning problems.
Most existing research on early identification of learning difficulties has examined the validity of methods for predicting future academic problems. The present study focused instead on the sensitivity of kindergarten teachers to learning problems in their students and on the continuity of teacher-...
| Publicado en: | Journal of Learning Disabilities Vol. 33; no. 2; pp. 200 - 211 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Mar/Apr2000
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107121887&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107121887 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00222194 LED jtl: Journal of Learning Disabilities issn: 00222194 maglogo: Y pubinfo: dt: Mar/Apr2000 vid: 33 iid: 2 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 107121887 107121887 2000044151 10.1177/002221940003300208 NLM15505949 107121887 ppf: 200 ppct: 11 formats: tig: atl: Utility of kindergarten teacher judgments in identifying early learning problems. aug: au: Taylor HG Anselmo M Foreman AL Schatschneider C Angelopoulos J affil: Dept of Pediatrics, Rainbow Babies' and Children's Hospital, 11100 Euclid Ave, Cleveland, OH 44106-6038 sug: subj: Learning Disorders Diagnosis Teachers Academic Achievement Evaluation Child Behavior Checklist Funding Source Research Instruments Achievement Tests Child Behavior Evaluation Educational Status Analysis of Variance Chi Square Test Sex Factors P-Value Behavior Rating Scales Predictive Value of Tests Child, Preschool Human Child, Preschool: 2-5 years ab: Most existing research on early identification of learning difficulties has examined the validity of methods for predicting future academic problems. The present study focused instead on the sensitivity of kindergarten teachers to learning problems in their students and on the continuity of teacher-identified problems over time. To identify early learning problems, kindergarten teachers in a suburban school district rated student progress toward six academic objectives as satisfactory or unsatisfactory. Twenty percent of the district's 303 kindergarten children received unsatisfactory ratings in at least one area. Thirty-eight of these children (identified group) were matched to 34 children with satisfactory ratings in all areas (nonidentiffed group). Results of testing conducted during kindergarten revealed poorer academic achievement in identified children than in nonidentified children. Children from the identified group also performed more poorly than children from the nonidentified group on tests of phonological processing and working memory/ executive function and were rated by teachers as having more behavior and attention problems and lower social competence. Follow-up of the sample to first grade documented continued learning problems in the identified group. These findings support the use of teacher judgements in early detection of learning problems and argue against reliance on discrepancy criteria. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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