Teacher judgements of the language skills of children in the early years of schooling

Williams, Cori

doi:10.1191/0265659006ct304oa

Cited by 39 publications

(37 citation statements)

References 18 publications

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“…Na Austrália, os professores do pré-primário e da primeira série foram capazes de identificar crianças de risco para dificuldades de linguagem (23) . No Brasil, uma pesquisa mostra a discrepância entre a avaliação realizada no estudo com a da professora da rede pública (24) .…”

Section: Discussionunclassified

A influência da memória operacional nas habilidades de compreensão de leitura em escolares de 4ª série

Giangiacomo¹,

Navas²

2008

Rev. soc. bras. fonoaudiol.

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OBJETIVOS: Investigar o papel da memória verbal e não-verbal, e do vocabulário expressivo na compreensão de leitura; avaliar as habilidades de memória e vocabulário em um grupo de crianças da 4ª série em relação ao desempenho de compreensão de leitura. MÉTODOS: Participaram do estudo 15 crianças com idades entre 9;11 anos e 11;4 anos. As crianças não possuíam queixas de perda auditiva, visual e/ou alterações neurológicas. Todos os sujeitos foram submetidos individualmente às avaliações de desempenho escolar, leitura, (decodificação, compreensão) vocabulário e memória operacional verbal e não-verbal. RESULTADOS: Houve correlação estatisticamente significante entre o conhecimento de vocabulário expressivo (r= 0,546, p= 0,035) e memória operacional verbal (r= -0,689, p=0,004) e o desempenho em compreensão neste grupo de crianças de 4ª. série de ensino fundamental, sem queixas de dificuldades escolares. Nem a memória não-verbal, nem a habilidade de decodificação de palavras influenciaram no desempenho em compreensão de leitura. CONCLUSÕES: O desempenho em vocabulário e a boa capacidade da memória operacional verbal foram fatores relevantes para garantir a compreensão de leitura nessa população.

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Section: Discussionunclassified

A influência da memória operacional nas habilidades de compreensão de leitura em escolares de 4ª série

Giangiacomo¹,

Navas²

2008

Rev. soc. bras. fonoaudiol.

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“…Teachers' judgments have been compared with formal test outcomes of general language ability and phonological awareness for pre-primary and kindergarten children (Williams 2006). Teachers' judgments were more accurate for pre-primary children than for the complete group of children (kindergarten and pre-primary) or for the group of kindergarten children alone.…”

Section: Introductionmentioning

confidence: 99%

“…Current research suggests that teachers' ratings of children's performance are associated with direct behavioral assessments of children's skills, but their ratings tend to be more accurate for younger children (Williams 2006), less accurate for children who are at-risk for literacy problems (Cabell et al 2009), and teachers' ratings of domain-specific skills (print knowledge, oral language) are associated with direct assessments of these skills (Farrington and Lonigan 2010). Researchers have previously used a variety of measures to gather teachers' ratings of children's language and literacy skills.…”

Section: Introductionmentioning

confidence: 99%

Using a Teacher Rating Scale of Language and Literacy Skills with Preschool Children of English-Speaking, Spanish-Speaking, and Bilingual Backgrounds

Rodríguez

Guiberson

2011

Early Childhood Educ J

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The purpose of this study was to examine the relationship between a teacher report measure, the Teacher Rating of Oral Language and Literacy (TROLL; Dickinson et al. in Teacher rating of oral language and literacy (TROLL): a research-based tool. Center for the Improvement of Early Reading Achievement, University of Michigan, Ann Arbor, 2001) and a direct behavioral measure of language development, the Preschool Language Scale-4 (PLS-4; Zimmerman et al. in Preschool Language Scale-4. The Psychological Corporation, San Antonio, 2002), among English-speaking (n = 210), Spanishspeaking (n = 34), and English/Spanish bilingual (n = 109) typically-developing preschool children. Three hundred and fifty-three preschool children who attended early childhood education programs in an urban area of the Southwestern United States participated. Preschool teachers completed the TROLL, and the PLS-4 was individually administered to the children at preschool centers. The TROLL and PLS-4 were significantly correlated for English-speaking children, but with small effect sizes noted. For Spanish-speaking children, the TROLL and the expressive subscale of the PLS-4 were not significant, and for bilingual children the TROLL and PLS-4 were not significant. English-speaking children scored higher on the TROLL than the Spanish-speaking and bilingual children. Finally, a higher proportion of Spanish-speaking and bilingual children received a TROLL score at or below the 10th percentile. Results suggest that the TROLL did not adequately capture typically developing children's linguistic and literacy development in a uniform manner across language groups. Caution is recommended when relying upon a single instrument to describe the emergent literacy and language skills of preschool children from Spanish-speaking and bilingual backgrounds.

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“…A review of the literature has found only a small number of prior studies which have reported data concerning the rate of teacher identification of speech and language impairment amongst particular student populations (Diehl & Stinnett, 1959;Illerbrun, Haines, & Greenough, 1985;James & Cooper, 1966;McKinnon, McLeod, & Reilly, 2007;Okalidou & Kampanaros, 2000;Sanger, Aspedon, Hux, & Chapman, 1995;Whitworth, Davies, Stokes, & Blain, 1993;Williams, 2006). An even fewer number of studies have examined the effectiveness of specific screening tools in supporting teachers to identify students with speech and/or language impairment (Diehl & Stinnett, 1959;James & Cooper, 1966;Illerbrun et al, 1985;Whitworth et al, 1993;Williams, 2006), with the majority of these studies failing to report adequate data on both the numbers of students correctly identified (true positive), and overlooked (false negative).…”

Section: Introductionmentioning

confidence: 99%

“…With respect to language impairment, a recent study by Williams (2006) examined the ability of teaching professionals to identify students enrolled in kindergarten, preparatory and grade 1 with such difficulties. A total of 29 teachers across five schools in Western Australia initially received a full day of inservicing to build their knowledge of language impairment, methods to identify children with such problems and classroom strategies to facilitate language development.…”

Section: Introductionmentioning

confidence: 99%

Teacher identification of speech and language impairment in kindergarten students using the Kindergarten Development Check

Jessup

Ward

Cahill

et al. 2008

International Journal of Speech-Language Pathology

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The purpose of this paper was to profile the extent and accuracy of teacher identification of speech and language impairment within a kindergarten student population in Tasmania, Australia, using the Kindergarten Development Check (KDC). A total of 286 kindergarten students (aged 4-5 years and in their first year of formal schooling) were screened by teachers with the KDC on two separate occasions over their kindergarten year. In the following academic year, each of the same 286 students were assessed by a speech-language pathologist, and diagnosed with either typically developing or impaired speech and/or language skills. Review of KDC data determined the number of students identified by teachers with speech and language impairment at each occasion during their kindergarten year. Comparison of data from the later KDC administration and speech-language pathology assessment then determined the correspondence between identification of speech and language impairment by teachers and speech-language pathologists. Upon initial administration of the KDC, 51 (17.8%) students were identified by teachers with language impairment and 47 (16.4%) students with speech impairment. Following the second administration of the KDC 3 months later, 20 (7.0%) students continued to be identified with language impairment, and 39 (13.6%) with speech impairment. Comparison of speech-language pathology testing results and KDC data from the second administration found the overall validity of teacher identification was 86.4% and 71% for speech and language impairment respectively. Specificity rates were high, with 93% and 97% of students with typically developing speech and language skills respectively, correctly classified on the KDC. However, the sensitivity was only 50% for speech impairment and 15% for language impairment, indicating that 50% of students presenting with speech impairment and 85% of students with language impairment in their subsequent academic year were not recorded by teachers as having such a difficulty on the later KDC administration during their kindergarten year. The KDC appears to be ineffective in supporting kindergarten teachers to identify students with ongoing speech and to a greater extent, language impairment. Measures to improve the sensitivity of the KDC in particular need to be considered by speech-language pathologists and educational professionals in Tasmania.

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Teacher judgements of the language skills of children in the early years of schooling

Cited by 39 publications

References 18 publications

A influência da memória operacional nas habilidades de compreensão de leitura em escolares de 4ª série

A influência da memória operacional nas habilidades de compreensão de leitura em escolares de 4ª série

Using a Teacher Rating Scale of Language and Literacy Skills with Preschool Children of English-Speaking, Spanish-Speaking, and Bilingual Backgrounds

Teacher identification of speech and language impairment in kindergarten students using the Kindergarten Development Check

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