A longitudinal analysis of the alignment between children's early word-level reading trajectories, teachers' reported concerns and supports provided
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Description
In this longitudinal study, the word-level reading trajectories of 118 children
were tracked alongside teachers’ reported concerns and types of support provided through Grades 1, 2 and 3. Results show a significant decline in composite scores relative to age norms over time, with children achieving significantly lower in phonemic decoding than word recognition at the subtest level. Five group trajectories were identified: children who achieved average or above average scores across all 3 years (n = 64), children who consistently bordered on average (n = 11), children who achieved below average in Grade 1 but who then achieved average or above in Grade 2 or Grade 3 (n = 7), children who achieved average or above in Grade 1 but then declined to below average in Grade 2 or Grade 3 (n = 10), and children who achieved below average across all 3 years (n = 26). Appropriately, teachers’ concerns were highest for students in the groups that improved, declined or remained persistently below average. However, analysis of the focus of teachers’ concerns and the supports they said were provided to the children in these three groups suggests that teachers are not always accurate in their interpretation of children’s presenting characteristics, resulting in the misalignment of support provision.
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ID Code: | 196759 | ||||||
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Item Type: | Contribution to Journal (Journal Article) | ||||||
Refereed: | Yes | ||||||
ORCID iD: |
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Measurements or Duration: | 29 pages | ||||||
Keywords: | Early identification · Intervention · Longitudinal · Persistent reading difficulties · Support provision · Teacher knowledge, Intervention, Early identification, Longitudinal, Persistent reading difficulties, Support provision, Teacher knowledge | ||||||
DOI: | 10.1007/s11145-020-10023-7 | ||||||
ISSN: | 1573-0905 | ||||||
Pure ID: | 47476948 | ||||||
Divisions: | Past > QUT Faculties & Divisions > Faculty of Education Current > Research Centres > Centre for Inclusive Education Current > QUT Faculties and Divisions > Faculty of Creative Industries, Education & Social Justice Current > Schools > School of Early Childhood & Inclusive Education |
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Copyright Owner: | The Author(s) | ||||||
Copyright Statement: | This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creat iveco mmons .org/licenses/by/4.0/. | ||||||
Deposited On: | 04 Mar 2020 04:13 | ||||||
Last Modified: | 05 Apr 2024 21:53 |
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