Comparison of reading achievement through a standarized test and the evaluation of the teacher

• Autores: Pujol, Lydia, Vivas, Eleonora
• Formato: artículo
• Fecha de Publicación: 1998
• Institución: Pontificia Universidad Católica del Perú
• Repositorio: Revistas - Pontificia Universidad Católica del Perú
• Lenguaje: español
• OAI Identifier: oai:ojs.pkp.sfu.ca:article/7370
• Enlace del recurso: http://revistas.pucp.edu.pe/index.php/psicologia/article/view/7370
• Nivel de acceso: acceso abierto
• Materia: Reading; children; elementary; school; achievement; teacher; lectura; niños; primaria; desempeño; maestro

A comparison of reading achievement assessed by an standarized reading test with the prevalence estimated by the teachers was performed, by calculated agreement in a sample of 520 elementary school children in Caracas, Venezuela. Reading Achievement was defined as the ability to understand and use those forms of written language required by society and/or valued by the individuals. The prevalence of reading difficulties obtained from test scores was 15 % and that obtained by the estimation made by teacher was 40 %. A moderate agreement between measured was obtained and a tendency of the teachers to understimate reading achievement was evidenced when compared with the results of the test. Implications of results are discussed.