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https://hdl.handle.net/2440/3255
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Type: | Journal article |
Title: | Primary school teachers' judgements of reading achievement |
Author: | Bates, C. Nettelbeck, T. |
Citation: | Educational Psychology: an international journal of experimental educational psychology, 2001; 21(2):177-187 |
Publisher: | Carfax Publishing Ltd |
Issue Date: | 2001 |
ISSN: | 0144-3410 1469-5820 |
Statement of Responsibility: | Caroline Bates and Ted Nettelbeck |
Abstract: | Reading accuracy and comprehension scores (Neale, 1988) from 108 school children aged 6-8 years were compared with their teachers' (n = 29) predictions of reading achievements. Predictions about relative individual differences in achievements were moderately correlated with accuracy (0.77) and comprehension (0.62) scores, but a majority of absolute judgements were substantially incorrect, with more than one-third in error by 12 months in reading age. There was a highly significant tendency to over-estimate the reading skills of low achieving students. © 2001 Taylor & Francis Group, LLC. |
Description: | Copyright © 2001 Taylor & Francis Ltd |
DOI: | 10.1080/01443410020043878 |
Published version: | http://dx.doi.org/10.1080/01443410020043878 |
Appears in Collections: | Aurora harvest 6 Psychology publications |
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