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To this end, 64 teachers of 697 third-grade students from Germany were asked to rate whether a reading intervention for their students was \u201cnot necessary,\u201d \u201cpotentially necessary,\u201d or \u201cdefinitely necessary.\u201d Independent experimenters tested the students\u2019 reading and spelling abilities with standardized tests, and a subsample of 370 children participated in standardized tests of phonological awareness and vocabulary. Findings show that teachers\u2019 decisions with regard to students\u2019 needing a reading intervention overlapped more with results from standardized spelling assessments than from reading assessments. Hierarchical linear models indicated that students\u2019 spelling abilities, along with phonological awareness and vocabulary, explained variance in teachers\u2019 ratings over and above students\u2019 reading skills. Teachers thus relied on proximal cues such as spelling skills to reach their decision. These findings are discussed in relation to clinical standards and educational contexts. Findings indicate that the teachers\u2019 assignment of children to interventions might be underspecified, and starting points for specific teacher training programs are outlined.<\/jats:p>","DOI":"10.1177\/0022219420981990","type":"journal-article","created":{"date-parts":[[2021,1,15]],"date-time":"2021-01-15T06:27:43Z","timestamp":1610692063000},"page":"349-364","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":13,"title":["Which Data Do Elementary School Teachers Use to Determine Reading Difficulties in Their Students?"],"prefix":"10.1177","volume":"54","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6142-3539","authenticated-orcid":false,"given":"Alexandra M. 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