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

Main Article Content

Kendall Kolne
Laura Gonnerman
Alexandra Marquis
Phaedra Royle
Susan Rvachew

Abstract

In this study, teachers of kindergarten and Grade 1 French-speaking students indicated the likelihood their students would develop later writing difficulties. Results showed that language measures, language background, the education levels of parents, and home literacy practices predicted whether children would be identified as at-risk. Moreover children’s oral language skills accounted for even more of the variance in teacher ratings than other variables. Spelling performance assessed 1-year later from a subset of children indicated that the teacher predictions were accurate. Thus, teachers appear to be an effective source for predicting children’s future literacy performance.

Article Details

How to Cite
Kolne, K., Gonnerman, L., Marquis, A., Royle, P., & Rvachew, S. (2016). The Factors Contributing to Teacher Predictions of Spelling Ability, and the Accuracy of Their Assessments. Language and Literacy, 18(1), 71-98. https://doi.org/10.20360/G22P4H
Section
Articles