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Which Data Do Elementary School Teachers Use to Determine Reading Difficulties in Their Students?

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Teachers often rely on spelling skills, not reading skills, to identify students needing reading interventions. This suggests current identification methods may be insufficient, highlighting a need for improved teacher training in diagnosing reading difficulties.

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Learning Disabilities

Background:

  • Effective small-group interventions require accurate identification of students with learning difficulties.
  • Teachers' judgment is a primary factor in assigning students to remedial reading programs.

Purpose of the Study:

  • To investigate how teachers determine the need for remedial reading interventions for third-grade students.
  • To analyze the factors influencing teachers' decisions regarding reading intervention eligibility.

Main Methods:

  • 64 teachers rated 697 third-grade students' need for reading intervention.
  • Standardized tests assessed students' reading, spelling, phonological awareness, and vocabulary.
  • Hierarchical linear models analyzed the relationship between student abilities and teacher ratings.

Main Results:

  • Teacher decisions aligned more closely with students' spelling abilities than reading abilities.
  • Spelling, phonological awareness, and vocabulary significantly predicted teacher ratings, beyond reading skills.
  • Teachers appeared to rely on proximal cues like spelling proficiency.

Conclusions:

  • Teachers' criteria for assigning students to reading interventions may be underspecified.
  • Findings suggest a need for enhanced teacher training to improve the accuracy of intervention identification.
  • Current practices might lead to suboptimal student placement in remedial reading programs.