Utility of brief teacher rating scales to identify children with educational problems
Utility of brief teacher rating scales to identify children with educational problems
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使用简短的教师评分量表来识别有教育问题的儿童
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
D. Bishop
中科院分区：
文献类型：
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作者：
J. Fletcher;R. Tannock;D. Bishop
摘要：本研究旨在确定教师对儿童行为、口语和读写能力的评分在识别有教育问题的儿童方面的效用，并检验行为、口语和读写能力之间的关系。采用三份简短的筛选问卷，对来自西澳大利亚州五所学校的一组二年级学生（N = 129，平均年龄= 7.3岁，SD = 0.33）进行教师评分。为了确定筛选工具在识别由心理测量标准确定的教育问题儿童方面的敏感性和特异性，对一部分儿童进行了口头语言、词汇、阅读和拼写的直接心理测量评估。教师在语言、读写能力和行为方面的评分与标准化考试成绩显著相关。语言和读写能力的筛查工具具有合理的敏感性（74%）和特异性（92%），但假阴性率（26%）和相关性较高。
Abstract The study aimed to determine the utility of teacher ratings of children's behaviour, oral language, and literacy skills in identifying children with educational problems, and to examine the relationship between behaviour, oral language, and literacy skills. Teacher ratings were obtained for a cohort of Year 2 pupils (N = 129, mean age = 7.3 years, SD =.33) from five schools in Western Australia, using three brief screening questionnaires. To determine the sensitivity and specificity of the screening instruments in identifying children with educational problems as determined by psychometric criteria, direct psychometric assessment of oral language, vocabulary, reading, and spelling was conducted for a subset of the children. Teacher ratings of language, literacy, and behaviour correlated significantly with the standardised test scores. The screening instruments for language and literacy had reasonable sensitivity (74%) and specificity (92%), but a fairly high rate of false negatives (26%) and rela...
二年级儿童阅读障碍、行为障碍和语言障碍的关联。
DOI：
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发表时间：
2000
期刊：
Journal of child psychology and psychiatry, and allied disciplines.
影响因子：
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作者：
Tomblin,JB;Zhang,X;Buckwalter,P;Catts,H
通讯作者：
Catts,H