Reading and Study Behaviors of Fourth-Grade Hispanics

Can Teachers Assess Risk

Bibliographic Data

ID6065205
AuthorsLucy S Frontera (The University of Texas at San Antonio), Rosalind Horowitz (The University of Texas at San Antonio)
Year1995
Volume17
Issue1
Pages100-120
Publication date1995-02-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueHispanic Journal of Behavioral Sciences (JOURNAL)
Journal identifiersISSN: 0739-9863 • E-ISSN: 1552-6364
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/07399863950171006
OpenAlexW1994669706
LanguageEN
Citations received2
References cited10

In this study, teachers assessed content reading and study behaviors of 57fourth-grade Mexican American children attending a low-income urban school in south Texas. Questionnaire items were significantly correlated with traditional at-risk indicators such as grade point average (GPA), age, and standardized achievement. Teachers' assessments of students'work habits, such as the student's completion of homework and class assignments and the student's ability to get organized and understand directions, were important indicators of students 'success in school as measured by GPA and achievement. This research indicates that the identification of good study practices can be critical in targeting at-risk students and that classroom teachers are an essential component in the assessment of these behaviors. The study concludes by recommending teachers' input in making the decision about who is at risk. Further, the results would suggest that teachers give appropriate attention to the critical assessment and teaching of content reading and study behaviors early in the elementary grades

Academic achievement · At-risk students · Developmental psychology · Mathematics education · Parental Involvement in Education · Psychology · School Choice and Performance

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