Correlation of Reading and Listening Comprehension Discrepancy with Teacher Perceptions of Reading Disability in Ghana

Autor/in	Taylor, Mark
Titel	Correlation of Reading and Listening Comprehension Discrepancy with Teacher Perceptions of Reading Disability in Ghana
Quelle	(2014), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Correlation; Listening Comprehension; Foreign Countries; Elementary School Students; Scores; Reading Difficulties; Intelligence Tests; Disabilities; Statistical Analysis; Underachievement; Elementary School Teachers; Teacher Attitudes; Identification; Reading Tests; Cognitive Ability; Cognitive Tests; Achievement Tests; Ghana; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Korrelation; Hörverständnis; Ausland; Reading difficulty; Leseschwierigkeit; Intelligence test; Intelligenztest; Handicap; Behinderung; Statistische Analyse; Performance deficiency; Leistungsschwäche; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Identifikation; Identifizierung; Lesetest; Denkfähigkeit; Kognitiver Fähigkeitstest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	The catalyst for this study emerged from the unprecedented number of Ghanaian students with reading difficulties, in an environment where school counselors are generally unavailable, funding is limited, and most educators do not recognize learning disabilities as true disabilities. Based on the limitations of the IQ-achievement discrepancy model for determining disability in Ghana, the study tested reading disability using the discrepancy between reading and listening comprehension as measured by tests of reading achievement, as described in the 1993 study by J. R. Wood. These results were then compared with teachers' perceptions of reading disability among Ghanaian elementary schoolchildren. Results of dependent sample t-tests showed that in each group of participants from grade 3 to grade 6, students identified as underachieving by teachers had average reading comprehension scores that were significantly lower than their average listening comprehension scores, meeting the definition of reading disabled. The correlation between teacher perception and a determination of reading disability confirms the results of studies by Ysseldyke, Algozzine, Shinn, and McGue (1982), Stedman and Kaestel (1987), Shriner, Danielson, and Rouse (2000), Wood (1993), and Mira and Schwanenflugel (2013), suggesting that teachers have the insight and assessments needed to make determinations of reading disability. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01