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SUMMARY In a longitudinal study of second year teachers in a Dutch primary school, an analysis was performed of the teachers' diagnostic teaching abilities in the domains of literacy and numeracy. Their pupils' literacy development was assessed using standardised tests, and the results of these tests compared with the teachers' criterion-referenced judgment of their pupils' literacy development. The teachers' judgments proved to be valid and reliable.
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Bert van Oers (1999) studied this question.
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