Accuracy of Teacher Assessments of Second-Language Students at Risk for Reading Disability

Related Content
Author
Author
Limbos, Marjolaine M.; Geva, Esther
Journal
Journal of Learning Disabilities
Details
Resource Type
Journal
Acquisition Number
BE025383
Published Date
05-22-2015 3:55 PM
Published Year
2001
Number of Pages
16
Language(s)
Subscription Only
No
Abstract
This study examined the accuracy of teacher assessments in screening for reading disabilities among students of English as a second language (ESL) and as a first language (L1). Academic and oral language tests were administered to 369 children (249 ESL, 120 L1) at the beginning of Grade 1 and at the end of Grade 2. Concurrently, 51 teachers nominated children at risk for reading failure and completed rating scales assessing academic and oral language skills. Scholastic records were reviewed for notation of concern or referral. The criterion measure was a standardized reading score based on phonological awareness, rapid naming, and word recognition. Results indicated that teacher rating scales and nominations had low sensitivity in identifying ESL and L1 students at risk for reading disability at the 1-year mark. Relative to other forms of screening, teacher-expressed concern had lower sensitivity. Finally, oral language proficiency contributed to misclassifications in the ESL group.
Topics
Research
Research
Oral Language
English Learners with Special Needs
English Learners
English Learners
Assessment
Assessment
Academic Language