ABSTRACT

This study investigated special educational needs (SEN) teachers’ (n = 29) assessment practices and the accuracy of their ratings of the students’ (M age = 12.75 years, n = 55) skill levels in reading fluency and reading comprehension. Teachers rated their sixth grade students’ fluency and comprehension on a three-point scale, and the students were also tested in group tests. Results showed that SEN teachers used several assessment practices simultaneously but mostly relied on observations. The correlations between the teacher ratings and the test scores were significant but moderate in fluency and weak in comprehension. Only two thirds of low-performing students having difficulties in fluency or comprehension were identified. Additionally, identification of students with typical reading comprehension was inaccurate.

摘要

本研究调查了特殊教育需要 (SEN) 教师 ( n  = 29) 的评估实践以及他们对学生 (M 年龄 = 12.75 岁, n = 55) 阅读流利度和阅读理解的技能水平。老师们以三分制对六年级学生的流利程度和理解力进行评分，学生们也在小组测试中接受了测试。结果表明，特殊教育需要教师同时使用了几种评估方法，但主要依赖于观察。教师评分与考试成绩之间的相关性显着，但流利程度适中，理解力较弱。只有三分之二的表现不佳的学生在流利或理解上有困难。此外，对具有典型阅读理解能力的学生的识别是不准确的。