THE PREDICTIVE UTILITY OF TEACHER INFORMATION FOR BILINGUAL STUDENTS: FROM KINDERGARTEN TO GRADE 3
Open Access
- Author:
- Michalopoulou, Lito Eleni
- Graduate Program:
- School Psychology
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- May 13, 2019
- Committee Members:
- Barbara Schaefer, Dissertation Advisor/Co-Advisor
Barbara Schaefer, Committee Chair/Co-Chair
Jennifer L Frank, Committee Member
Janet Agnes Welsh, Committee Member
Karen Lynn Miller, Outside Member - Keywords:
- bilingual students
predictive utility
teacher information
special education
clinical diagnosis
Response to Intervention - Abstract:
- The purpose of this study was to examine the predictive utility of teacher information for Spanish-speaking bilinguals in order to provide insights on non-discriminatory assessment and intervention practices and to increase our understanding of the teacher’s role in such practices. The predictive utility of teacher information was conceptualized in terms of special education placement at grade 3 and parent-reported diagnoses that students received by third grade. Notably, limited research has examined the predictive utility of teacher information for either academic/learning-related skills or social skills in bilingual populations. Using the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 database, the current study’s unweighted sample (N = 13,154) was comprised of 901 Spanish-speaking bilinguals and 12,253 English-speaking monolinguals. Overall, results indicated that kindergarten teacher information regarding language and literacy skills, approaches to learning, and social skills was not generally predictive in terms of special education or clinical diagnosis. In regards to Response to Intervention, analyses indicated that the intervention itself may be predictive of special education placement; however, it is not a moderator. Implications for school psychologists and other school personnel working with bilingual students are discussed.