Teacher Judgment of Reading Achievement: Cross-Sectional and Longitudinal Perspective

Valdez, Alfred

doi:10.5539/jel.v2n4p186

Cited by 6 publications

(6 citation statements)

References 41 publications

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“…However, teachers are professionals, observe many children, and are independent reporters from the mothers, and previous work revealed that teacher assessments of reading skills in kindergarten are predictive of outcomes on direct reading assessments in first and third grade. 41 Finally, richer data would have enriched the analyses. Information from the 1-and 3-year follow-up interviews had insufficient detail to allow us to incorporate ACEs ascertained at those time points.…”

Section: Discussionmentioning

confidence: 99%

Adverse Experiences in Early Childhood and Kindergarten Outcomes

Jiménez¹,

et al. 2016

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OBJECTIVE: To examine associations between adverse childhood experiences (ACEs) in early childhood and teacher-reported academic and behavioral problems in kindergarten. METHODS:We conducted a secondary analysis of data from the Fragile Families and Child Wellbeing Study, a national urban birth cohort. Subjects with primary caregiver-reported information on ACE exposures ascertained at 5 years and teacher-reported outcomes at the end of the child's kindergarten year were included. Outcomes included teacher ratings of academic skills, emergent literacy skills, and behavior. We included 8 ACE exposures on the basis of the original Centers for Disease Control and Prevention Kaiser study and created an ACE score by summing individual adversities. We examined the associations between teacher-reported academic and behavioral outcomes and ACE scores by using logistic regression. RESULTS:In the study sample, 1007 children were included. Fifty-five percent had experienced 1 ACE and 12% had experienced ≥ 3. Adjusting for potential confounders, experiencing ≥ 3 ACEs was associated with below-average language and literacy skills (adjusted odds ratio [AORs]: 1.8; 95% confidence interval [CI]: 1.1-2.9) and math skills (AOR: 1.8, 95% CI: 1.1-2.9), poor emergent literacy skills, attention problems (AOR: 3.5, 95% CI: 1.8-6.5), social problems (AOR: 2.7, 95% CI: 1.4-5.0), and aggression (AOR: 2.3, 95% CI: 1.2-4.6). CONCLUSIONS:In this study of urban children, experiencing ACEs in early childhood was associated with below-average, teacher-reported academic and literacy skills and behavior problems in kindergarten. These findings underscore the importance of integrated approaches that promote optimal development among vulnerable children.

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Section: Discussionmentioning

confidence: 99%

Adverse Experiences in Early Childhood and Kindergarten Outcomes

Jiménez¹,

et al. 2016

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“…Prior research by Valdez (2013) supports the validity of teachers' judgements of their students' literacy skills. Consequently, the author trusted Mrs. Ian's professional judgment, especially since she taught some of the cases during the previous school year(s).…”

Section: Limitationsmentioning

confidence: 90%

Strengthening the Reader Self-Efficacies of Reluctant and Struggling Readers Through Literature Circles

Venegas

2018

Reading & Writing Quarterly

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Although a subskills approach to reading instruction is merited in improving the reading skills of struggling readers, struggling readers also benefit from balanced literacy instruction. Overemphasis on reading subskills arguably minimizes students' enjoyment of and motivation to read and may inevitably result in the formation of reluctant or struggling readers. In turn, the self-efficacies of reluctant or struggling readers may be diminished. Framed by social cognitive theory, the author designed an embedded multiple case study to explore the potential influence of literature circles, a balanced literacy instructional strategy, on the reader self-efficacies of reluctant and struggling readers in Grades 4-6. In terms of reader self-efficacy, reluctant and struggling readers appeared to benefit more from participating in literature circles than their classmates (i.e. students with initially higher reader self-efficacies). This study is significant in providing support for a more balanced approach to reading instruction, particularly for reluctant and struggling readers. Strengthening the reader self-efficacies of reluctant and struggling readers through literature circles 2

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“…Moreover, Mrs. Ian did not identify any of the other study participants-who demonstrated initially higher reader self-efficacies-as marginalized readers. Prior research by Valdez (2013) supports the validity of teachers' judgements of their students' literacy skills.…”

Section: Limitationsmentioning

confidence: 90%

Untapped Potential? Nurturing Self-Efficacy in the Context of Peer-Led, Text-Based Discussion Groups

Venegas¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Although a subskills approach to reading instruction is merited in improving the reading skills of readers often deemed "struggling," these readers also benefit from balanced literacy instruction. Overemphasis on reading subskills arguably minimizes students' enjoyment of and motivation to read and may inevitably result in the formation of marginalized readers. In turn, the self-efficacies of marginalized readers may be diminished. Framed by social cognitive theory, the author designed an embedded multiple case study to explore the potential influence of peer-led, text based discussion groups on the reader self-efficacies of marginalized readers in Grades 4-6. In terms of reader self-efficacy, marginalized readers appeared to benefit more from participating in peer-led, text based discussion groups than their classmates (i.e. students with initially higher reader self-efficacies). This study is significant in providing support for a more balanced approach to reading instruction, particularly for marginalized readers.

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Teacher Judgment of Reading Achievement: Cross-Sectional and Longitudinal Perspective

Cited by 6 publications

References 41 publications

Adverse Experiences in Early Childhood and Kindergarten Outcomes

Adverse Experiences in Early Childhood and Kindergarten Outcomes

Strengthening the Reader Self-Efficacies of Reluctant and Struggling Readers Through Literature Circles

Untapped Potential? Nurturing Self-Efficacy in the Context of Peer-Led, Text-Based Discussion Groups

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