Teacher judgments have been identified as a primary source of information regarding student academic achievement. Research examining the accuracy of teachers' judgments in assessing students' academic abilities has shown relatively high accuracy. However, previous studies have relied primarily on norm-referenced measures to obtain estimates of students' achievement in reading and mathematics. Recent developments in the assessment of students' academic skills, such as Curriculum-Based Measurement (CBM), provide a direct estimate of students' skill levels in basic areas such as reading and mathematics. The purpose of the present study was to examine the extent to which teachers' perceptions of students' reading and mathematics skills corresponded to direct estimates of students' reading and mathematics skills. Two second-grade teachers estimated the reading and mathematics skills of 33 second-grade students. Results of this study indicated that teachers were not accurate in assessing their students' mathematics functioning. Teachers were more accurate in assessing the occurrence of Mastery mathematics levels in basic addition, but were very inaccurate in assessing the occurrence of Mastery, Instructional, or Frustrational mathematics levels in all other skills assessed. In reading, teachers'judgment accuracy varied as a function of grade-level material and instructional level. Specifically, teachers experienced considerable difficulty accurately identifying students who were reading at a Mastery level in grade-level or above-grade-level material. (c) 2006 Wiley Periodicals, Inc.

The purpose of this study was to examine the utility and acceptability of a modular computer-based training program on childhood cancer (eg, acute and late effects of treatment, intervention strategies) for teachers. A within-subjects design was implemented with 41 teachers and teachers in training. Participants completed tests of childhood cancer knowledge and application skills both before and after completing the web-based training. An acceptability questionnaire was completed after the training. Results indicated significant gains in knowledge and in case application, as well as high levels of acceptability of the training. It seems that a web-based training program can be accessed by teachers and in 2 to 4 hours can significantly increase cancer knowledge in an acceptable manner.

Free AccessProcessing Speed and ADHDAva Kleinmann, Lawrence Lewandowski, Rebecca Sheffield and Michael GordonAva Kleinmann1. Psychology, Syracuse University, Syracuse, New YorkSearch for more papers by this author, Lawrence Lewandowski2. Psychology, Syracuse UniversitySearch for more papers by this author, Rebecca Sheffield3. Psychology, Syracuse UniversitySearch for more papers by this author and Michael Gordon4. Psychiatry, SUNY Upstate Medical School, University, NYSearch for more papers by this authorPublished Online:July 2005https://doi.org/10.1521/adhd.13.1.6.61561PDFPDF PLUS ShareShare onFacebookTwitterLinkedInRedditEmail ToolsAdd to favoritesDownload CitationsTrack Citations AboutReferencesBarkley , R. A., DuPaul, G. J., McMurray, M. B. (1990). Comprehensive evaluation of attention deficit disorder with and without hyperactivity as defined by research criteria. Journal of Consulting & Clinical Psychology, 58(6), 775–789. Crossref, Google ScholarBrown, J. I., Fishco, V. 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There has been a steady increase in students with disabilities attending college and making requests for test accommodations. Most requests are for extended time, presumably due to slow reading speed. Tests of reading rate for adults have been criticized for poor psychometric adequacy, and no current norms exist regarding the expected reading rate for college students. This study examined reading rate via two methods, as well as their relationship to other reading measures. Ninety typical college students (67% female) were administered the Nelson Denny Reading Test (Reading Rate [NDRR] and Comprehension [NDC] tests), the Woodcock Johnson-III Reading Fluency (RF) and Word Attack (WA) tests, and three oral reading probes used to obtain words read correctly per minute (WRCM). On average, college students read 189 words correctly per minute based on oral reading probes and 231 wpm based on NDRR. The WRCM measure was more strongly related to RF and WA than was NDRR and was a better predictor of reading comprehension (NDC). It would appear that WRCM may be a better measure of reading rate than the often used, much criticized, Nelson Denny Reading Rate. Additional research on WRCM with adults is recommended.