Cabell Sonia Q, Justice Laura M, Zucker Tricia A, Kilday Carolyn R
Preschool Language and Literacy Lab, P.O. Box 400873, University of Virginia, Charlottesville, VA 22904, USA.
Lang Speech Hear Serv Sch. 2009 Apr;40(2):161-73. doi: 10.1044/0161-1461(2009/07-0099).
The purpose of this study was to determine the predictive validity of teacher report for assessing the emergent literacy skills of preschool-age children. The aims were twofold: (a) to examine predictive relationships between teacher report and direct behavioral assessment, and (b) to examine the extent to which teacher report accurately differentiates children who are exhibiting low levels of emergent literacy skills relative to their peers.
Forty-four preschool teachers completed a rating form reporting the print-related emergent literacy skills of 209 children who were enrolled in their classrooms. Approximately 2 months later, the children completed direct assessments of these skills.
Correlations between teacher report and children's performance on direct behavioral assessments were positive, moderate to large in size, and statistically significant. In terms of classifying children into groupings based on risk (e.g., at risk, low risk), global teacher ratings demonstrated a sensitivity of 51.9% and a specificity of 87.9%.
The present results indicate that teacher report provides a somewhat valid representation of children's skills. However, the diagnostic accuracy of teacher report for identifying children who are at risk is generally low. With this limitation in mind, teacher report can provide an important complement to current assessment approaches that are used in preschool settings.
本研究旨在确定教师报告在评估学龄前儿童早期读写能力方面的预测效度。目标有两个：（a）检验教师报告与直接行为评估之间的预测关系，以及（b）检验教师报告在多大程度上能够准确区分相对于同龄人而言早期读写能力水平较低的儿童。
44名幼儿园教师填写了一份评级表，报告了他们班级中209名儿童与印刷相关的早期读写能力。大约2个月后，这些儿童完成了对这些技能的直接评估。
教师报告与儿童在直接行为评估中的表现之间的相关性为正，大小适中至较大，且具有统计学意义。在根据风险将儿童分类（例如，有风险、低风险）方面，教师的总体评级显示敏感性为51.9%，特异性为87.9%。
目前的结果表明，教师报告在一定程度上能够有效反映儿童的技能。然而，教师报告识别有风险儿童的诊断准确性总体较低。考虑到这一局限性，教师报告可以为当前在学前教育环境中使用的评估方法提供重要补充。
