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

Authors

  • Kendall Kolne McGill University; Centre for Research in Brain, Language and Music
  • Laura Gonnerman McGill University; Centre for Research in Brain, Language and Music
  • Alexandra Marquis University of Montréal; Centre for Research in Brain, Language and Music
  • Phaedra Royle University of Montréal; Centre for Research in Brain, Language and Music
  • Susan Rvachew McGill University; Centre for Research in Brain, Language and Music

DOI:

https://doi.org/10.20360/G22P4H

Keywords:

spelling, emergent literacy, oral language

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.

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Published

2016-04-03

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

Issue

Vol. 18 No. 1 (2016): Regular Issue

Section

Articles

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