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Reading and Writing

, Volume 15, Issue 7–8, pp 789–809 | Cite as

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
Article

Abstract

The factors that explain why teachers are ableto accurately predict their students' futurereading ability were examined in a longitudinalstudy from first- to third-grade in childrenexposed to poverty (N = 170). Teacher ratingswere similarly based on both their students'emergent literacy skills and classroombehavior. Meanwhile, the influences ofclassroom behavior on later variability inreading skills were much less than, and almostcompletely redundant with, prior emergentliteracy. Virtually all of the shared variancebetween teacher ratings and later readingskills was explained by prior levels ofemergent literacy. Implications of the resultsand future research were discussed.

Classroom behavior Emergent literacy Phonemic awareness Phonological awareness Reading Teacher ratings 

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Copyright information

© Kluwer Academic Publishers 2002

Authors and Affiliations

  • Steven A. Hecht
    • 1
  • Daryl B. Greenfield
    • 2
  1. 1.Department of PsychologyDavieUSA
  2. 2.University of MiamiCoral GablesUSA

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