Accurate teacher judgment of students' reading ability is critical for identification of students in need of intervention. Little research is available that examines the accuracy of teachers' judgments in identifying students at risk for early reading difficulty as students begin school. Findings of this study indicate that teachers are fairly accurate in their judgments, but the fact that reading ability provides the foundation for academic success suggests the need for a high degree of accuracy in their judgments of students' reading ability.

Abstract This exploratory study was designed to assess the experience of preservice teachers when integrating written language technology and their likelihood of applying that technology in their future classrooms. Results suggest that after experiencing technology integration, preservice teachers are more likely to use it in their future teaching.

This study used secondary data to test the double-deficit hypothesis that rapid automatized naming (RAN) deficits and phonological awareness (PA) deficits are 2 core reading-related deficits and that students exhibiting deficits in both areas would be the most severely impaired in entry-level reading ability. Specifically, this study investigated the contribution of deficits in RAN and PA separately and in combination to the entry-level reading skills of 126 first-grade students in 2 rural, low-wealth school districts. Deficit subgroup comparisons indicated that students with deficits in RAN and PA existing comorbidly were the most severely impaired in entry-level reading skills. The results of this study support and extend the research on the double-deficit hypothesis and have implications for the early identification of students who may have a learning disability and early intervention to prevent reading disabilities.

Abstract When students experience reading difficulties—or even before they do—teachers can use specialized knowledge to help them achieve success. This overview of the International Dyslexia Association's Knowledge and Practice Standards for Teachers of Reading describes those reading and literacy standards and provides resources for teacher education and professional development.

Examined the nominations that elementary students with mild disabilities made for peers they perceived as cool. The total sample was comprised of 948 students (496 girls, 452 boys) from the metropolitan Chicago area and North Carolina and included 107 (11.3%) students with mild disabilities. Overall, students with mild disabilities nominated prosocial and athletic peers who affiliate with students with mild disabilities. However, aggressive boys who are central in the social network were highly likely to view aggressive peers as cool. Results are discussed in relation to implications for social interventions for students with mild disabilities.