Associations between Teacher Ratings and Direct Assessment of Elementary Students' Speech and Language Skills

Autor/inn/en	Chow, Jason C.; Frey, Jennifer R.; Naples, Lauren H.
Titel	Associations between Teacher Ratings and Direct Assessment of Elementary Students' Speech and Language Skills
Quelle	In: Assessment for Effective Intervention, 46 (2021) 4, S.310-315 (6 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chow, Jason C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508419900546
Schlagwörter	Correlation; Teacher Attitudes; Elementary School Students; Speech Communication; Language Skills; Student Evaluation; Grade 1; Grade 2; Prediction; Gender Differences; Race; Ethnicity; English Language Learners; Special Education; Student Characteristics; Evaluation Methods; Speech Evaluation; Language Impairments; Reliability; Syntax; Morphology (Languages); Vocabulary Development; Screening Tests; Incidence; Disabilities; Listening Comprehension Tests; Receptive Language; Language Tests; Check Lists; Semantics; Connected Discourse; Test for Auditory Comprehension of Language; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Korrelation; Lehrerverhalten; Language skill; Sprachkompetenz; Schulnote; Studentische Bewertung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Vorhersage; Geschlechterkonflikt; Rasse; Abstammung; Ethnizität; Special needs education; Sonderpädagogik; Sonderschulwesen; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Reliabilität; Morphology; Morphologie; Wortschatzarbeit; Screening-Verfahren; Vorkommen; Handicap; Behinderung; Hörverstehensübung; Rezeptive Kommunikationsfähigkeit; Language test; Sprachtest; Checkliste; Semantik
Abstract	We investigated the associations between teacher-rated and direct assessments of early elementary students' speech and language skills to explore whether using teachers as primary screeners yielded assessment data that reliably identified young students with language difficulties who many need a more comprehensive evaluation. We assessed first- and second-grade students (N = 365) on syntax, morphology, and vocabulary, screened for global speech and language development, and analyzed a teacher-completed norm-referenced communication rating scale. Teacher-rated language significantly predicted students' latent language skills, and teachers' ratings of students' communication skills were not influenced by students' gender, race/ethnicity, English language learner status, or special education status. We conclude with a discussion of implications for school-based research, assessment, and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01