Sweta S Shah, Crystal L Parker, E O'Brian Smith, Carla M Davis
Disparity in the availability of injectable epinephrine in a large, diverse US school district
The journal of allergy and clinical immunology. In practice
smallgroup interventions allow tailored instruction students learning difficulties crucial first step accurate identification students need intervention study investigated teachers decide whether students need remedial reading intervention end 64 teachers 697 thirdgrade students germany asked rate whether reading intervention students necessary potentially necessary definitely necessary independent experimenters tested students reading spelling abilities standardized tests subsample 370 children participated standardized tests phonological awareness vocabulary findings show teachers decisions regard students needing reading intervention overlapped results standardized spelling assessments reading assessments hierarchical linear models indicated students spelling abilities along phonological awareness vocabulary explained variance teachers ratings students reading skills teachers thus relied proximal cues spelling skills reach decision findings discussed relation clinical standards educational contexts findings indicate teachers assignment children interventions might underspecified starting points specific teacher training programs outlined