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.
Reading and Writing – Springer Journals
Published: Oct 13, 2004
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