Teacher-Student Congruence and First Grade Reading Achievement: Predictive Validation of an Interactional Educational Construct.

Johnson, Genevieve Marie; Johnson, Julia Ann

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Peer reviewed

ERIC Number: EJ457443

Record Type: CIJE

Publication Date: 1992

Pages: N/A

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ISBN: N/A

ISSN: ISSN-0704-7509

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Teacher-Student Congruence and First Grade Reading Achievement: Predictive Validation of an Interactional Educational Construct.

Johnson, Genevieve Marie; Johnson, Julia Ann

B.C. Journal of Special Education, v16 n2 p183-97 1992

Teacher-Student Congruence was quantified by comparing 52-item descriptive profiles of 38 at-risk students, completed by both kindergarten teachers and receiving first-grade teachers, and reading achievement scores. Congruence in terms of student readiness, language, and perceptual/motor descriptors evidenced predictive validity. (Author/JDD)

Descriptors: Comparative Analysis, High Risk Students, Interaction, Language Skills, Learning Readiness, Perceptual Development, Predictive Validity, Primary Education, Reading Achievement, Student Evaluation, Teacher Attitudes

Publication Type: Journal Articles; Reports - Evaluative

Education Level: N/A

Audience: Researchers

Language: English

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Authoring Institution: N/A

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