The Factors Contributing to Teacher Predictions of Spelling Ability, and the Accuracy of Their Assessments

Kolne, Kendall; Gonnerman, Laura M.; Marquis, Alexandra; Royle, Phaedra; Rvachew, Susan

doi:10.20360/g22p4h

Cited by 3 publications

(3 citation statements)

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“…Teacher expectations also appear to predict students' literacy achievement in languages other than English. Kolne et al (2016) investigated teacher expectation effects with 39 French‐speaking students. Students who were perceived as having ‘no risk’ for future literacy problems by their kindergarten teachers received the highest scores on spelling tests a year later at the end of grade one.…”

Section: Resultsmentioning

confidence: 99%

Teacher expectations in the early primary grades: A scoping review

Timmons

Pyle

Danniels

et al. 2022

Review of Education

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Teachers are the single most important in‐school factor affecting student learning outcomes. As a result, researchers and policy makers are particularly interested in the ways that teacher‐level factors influence the learning opportunities that teachers provide in their classrooms. A growing body of research suggests that the expectations a teacher sets for individuals and groups of students can significantly affect the learning opportunities that are provided to them. This is highly problematic, especially since teacher expectations can be inaccurate evaluations of student abilities and teacher expectations differentially affect the learning outcomes of racialised students as well as children living in poverty. Much of the research base regarding teacher expectations has focused on upper elementary and secondary grades with little research focus on the ways that teacher expectations are formed and impact children in the first years of formal schooling. Given the potential impact of sustained teacher expectation effects, an in‐depth review of teacher expectation research in the early primary grades is warranted. This study uses a scoping review methodology (H. Arksey and L. O’Malley, ‘Scoping Studies: Towards a Methodological Framework, International Journal of Social Research Methodology, 2005, 8(1), 19–32) to analyse research on teacher expectations in the early primary grades. Five themes encapsulate the scope of research published from 2000–2021: (1) teacher expectations of school readiness skills, (2) factors that influence the formation of teacher expectations, (3) teacher expectation effects, (4) stability of teacher expectations, and (5) intervention studies. This paper presents the current state of knowledge surrounding expectations in the early primary grades, as well as highlights challenges in need of further research.

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Section: Resultsmentioning

confidence: 99%

Teacher expectations in the early primary grades: A scoping review

Timmons

Pyle

Danniels

et al. 2022

Review of Education

View full text Add to dashboard Cite

show abstract

“…• The results suggest that collaboration between teachers and support specialists when assessing students' skill levels may be insufficient. children who may experience spelling difficulties in school (Kolne, Gonnerman, Marquis, Royle, & Rvachew, 2016), but no relevant research was found in the context of assessing students' spelling skills at school. The accuracy of support specialists' judgements has been particularly understudied, with few relevant studies being conducted in Finland (Virinkoski, Lerkkanen, Holopainen, Eklund & Aro, 2017;Virinkoski, Lerkkanen, Eklund & Aro, 2020).…”

Section: Practitioner Pointsmentioning

confidence: 99%

“…However, several previous studies have shown that teachers tend to overestimate weak readers' skills (Bates & Nettelbeck, 2001 ; Begeny et al, 2008 ; Feinberg & Shapiro, 2009 ; Soodla & Kikas, 2010 ). Regarding students' spelling skills, one study found that teachers were rather accurate at identifying at‐risk preschool children who may experience spelling difficulties in school (Kolne, Gonnerman, Marquis, Royle, & Rvachew, 2016 ), but no relevant research was found in the context of assessing students' spelling skills at school. The accuracy of support specialists' judgements has been particularly understudied, with few relevant studies being conducted in Finland (Virinkoski, Lerkkanen, Holopainen, Eklund & Aro, 2017 ; Virinkoski, Lerkkanen, Eklund & Aro, 2020 ).…”

Section: Introductionmentioning

confidence: 99%