Teachers’ Ability to Identify Children at Early Risk for Reading Difficulties in Grade 1

Author:

Virinkoski Riitta,Lerkkanen Marja-Kristiina,Holopainen Leena,Eklund Kenneth,Aro Mikko

Funder

Suomen Akatemia

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Education

Reference48 articles.

1. Aro, M. (2006). Learning to read: The effect of orthography. In R. M. Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 531–550). Mahwah, NJ: Lawrence Erlbaum Associates.

2. Bailey, A. L., Cano, L., Fischer, D., Freeman, S., Jacobs, J., Heritage, M., et al. (2001). The LDC manual: A guide to using the Literacy Development Checklist (Rev. ed.). Los Angeles: University of California Regents.

3. Bailey, A. L., & Drummond, K. V. (2006). Who is at risk and why? Teachers’ reasons for concern and their understanding and assessment of early literacy. Educational Assessment, 11, 149–178. doi: 10.1207/s15326977ea1103&4_2 .

4. Bates, C., & Nettlebeck, T. (2001). Primary school teachers’ judgements of reading achievement. Educational Psychology, 21(2), 177–187. doi: 10.1080/01443410020043878 .

5. Begeny, J. C., Krouse, H. E., Brown, K. G., & Mann, C. M. (2011). Teacher judgments of students’ reading abilities across a continuum of rating methods and achievement measures. School Psychology Review, 40(1), 23–38.

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