Teachers must learn to recognize the signs of learning difficulties so children can receive services to address their learning needs. We explored teachers’ impressions of kindergartners’ pre-literacy, speech, and language skills as compared to a screening battery. We explored (a) agreement of teachers’ impressions to the screening battery, and (b) teacher-level factors that influenced teachers’ impressions. In this presentation, we provide recommendations for outreach and professional development to improve teachers’ identification of children at risk for language-learning disabilities.
Vanderbilt University School of Medicine,
Vanderbilt University School of Medicine
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