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The sample included 11 classroom teachers, 8 support specialists, and 187 third\u2010grade students. The judgements were collected using scales, and students' literacy skills were assessed using group and individual tests. The results indicated that judgements of reading fluency were less accurate than those of spelling skills. In addition, the provision of special education services influenced teachers' judgements, directing them to identify students in need of help, even if the teacher did not initially assign the student to the low\u2010skilled group. Unexpectedly, teachers' judgements of the skills of students receiving special education services were slightly more accurate than support specialists' judgements.<\/jats:p>","DOI":"10.1002\/dys.1725","type":"journal-article","created":{"date-parts":[[2022,8,1]],"date-time":"2022-08-01T03:13:35Z","timestamp":1659323615000},"page":"378-396","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["How accurate are teachers and support specialists when judging students' literacy skills? 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