The aim of the study was to examine the accuracy of Estonian teachers' and support specialists' judgements of students' spelling skills and reading fluency and to investigate the provision of special education services to students as a factor influencing teachers' judgements. The sample included 11 classroom teachers, 8 support specialists, and 187 third-grade students. The judgements were collected using scales, and students' literacy skills were assessed using group and individual tests. The results indicated that judgements of reading fluency were less accurate than those of spelling skills. In addition, the provision of special education services influenced teachers' judgements, directing them to identify students in need of help, even if the teacher did not initially assign the student to the low-skilled group. Unexpectedly, teachers' judgements of the skills of students receiving special education services were slightly more accurate than support specialists' judgements.

中文翻译：

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在判断学生的识字能力时，教师和支持专家的准确性如何？特殊教育服务作为影响判断的外部因素

该研究的目的是检查爱沙尼亚教师和支持专家对学生拼写技能和阅读流畅性的判断的准确性，并调查向学生提供特殊教育服务作为影响教师判断的一个因素。样本包括 11 名任课教师、8 名支持专家和 187 名三年级学生。使用量表收集判断，并使用小组和个人测试评估学生的读写能力。结果表明，阅读流利度的判断不如拼写技能准确。此外，特殊教育服务的提供影响了教师的判断，引导他们识别需要帮助的学生，即使教师最初没有将学生分配到低技能组。