Explaining the predictive accuracy of teacher judgments of their students' reading achievement: The role of gender, classroom behavior, and emergent literacy skills in a longitudinal sample of children exposed to poverty

Steven A. Hecht, Daryl B. Greenfield

Research output: Contribution to journalArticle

30 Scopus citations

Abstract

The factors that explain why teachers are able to accurately predict their students' future reading ability were examined in a longitudinal study from first- to third-grade in children exposed to poverty (N = 170). Teacher ratings were similarly based on both their students' emergent literacy skills and classroom behavior. Meanwhile, the influences of classroom behavior on later variability in reading skills were much less than, and almost completely redundant with, prior emergent literacy. Virtually all of the shared variance between teacher ratings and later reading skills was explained by prior levels of emergent literacy. Implications of the results and future research were discussed.

Original languageEnglish (US)
Pages (from-to)789-809
Number of pages21
JournalReading and Writing
Volume15
Issue number7-8
StatePublished - Dec 1 2002

Keywords

  • Classroom behavior
  • Emergent literacy
  • Phonemic awareness
  • Phonological awareness
  • Reading
  • Teacher ratings

ASJC Scopus subject areas

  • Education

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