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INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS
Author(s) -
Paleczek Lisa,
Seifert Susanne,
GasteigerKlicpera Barbara
Publication year - 2017
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.21993
Subject(s) - reading comprehension , psychology , reading (process) , multilevel model , mathematics education , comprehension , class (philosophy) , variance (accounting) , regression analysis , grade level , developmental psychology , linguistics , statistics , computer science , artificial intelligence , mathematics , philosophy , accounting , business
The present study aims at examining variables (at individual and class level) that influence the accuracy of teacher judgments of second and third graders’ reading abilities (decoding and reading comprehension). Data of 1,468 students and 86 teachers were collected. Due to the nested structure of the data, multilevel regression analyses were applied. Results revealed about 5% of the variance in judgment accuracy at class level. Generally, teachers judged reading comprehension abilities more accurately than decoding abilities. Low‐achieving students’ abilities, though, were judged less accurately. Accuracy in judging decoding was higher in small classes and in students with special educational needs. Accuracy in judging reading comprehension grew along the years (higher in Grade 3 and at the end of the academic year). Additionally, teachers judged second language learners' reading comprehension less accurately. The results are discussed in the light of implications for teacher training.

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