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the majority of interviewees, 77.7%, suggested that the screening test would be best conducted by the class teacher although two also thought that the support for learning teacher, where available, could assist. Some class teachers commented: 'Except for time, my first reaction would be the class teacher to carry out the test as the one who knows the pupils well' CT33WI; 'The children were comfortable with me doing the test' CT6H; 'The children are more relaxed with the class teacher' HT40WI; the class teacher is the best person 'who knows the child and the child is more comfortable with that person and more likely to perform better' HT40WI and 'they obviously know the children best in terms of their learning.' PT44O.

Another two felt that 'ideally a learning support teacher would probably be the best person because they're more qualified and even have more time out of class to sit with a child.' CT30H. One support for learning teacher thought that ideally the class teacher would be best but that 'they often don't have the time and I found that in support for learning I have more time than they have.' SfL22H. Two principal teachers suggested that it was difficult for a class teacher, especially with a large number of pupils, to administer the test to the whole class. They both commented that the class teacher would probably be able to assess one or two pupils they had concerns about.

In the questionnaire, 53% of teachers thought that it would be helpful to use tables or graphs to represent the information gathered from the test results. 25% thought that it would be helpful to some extent. 13% did not think it would be useful to use tables or graphs to represent information gathered from the results and 9% did not respond.

The majority of interviewees expressed a preference for a graph to represent the results. 'Graph form would be very useful' but also 'A table of norms would be useful' CT3WI; 'It would be useful to have a graph or tables with norms like psychologists and support for learning teachers use and you can see if he's above or below or in the middle' PT2O.

Not all teachers wanted a graph: 'Some form of 'at a glance' display which would show areas of strengths and weaknesses' DHT46WI; 'Probably a pictorial profile.' CT45H. 'Maybe have an overall score with a profile showing areas of strength and weakness' SfL22WI. One reason given for not wanting a graph or pictorial representation was given as 'one to one interaction was more useful' HT40WI.

先前的识别——Previous Identification:

Previous to using this test, how did you identify a pupil who you felt was struggling with phonics/reading and how did you deal with them?

60% of teachers stated that they did not use any other tests either in Gaelic or English.

20% of teachers stated that they used similar tests to identify phonological awareness skills. Of these respondents, five said they used tests in English - Edinburgh Baseline Test, Sound Linkage, Aston Index and Nelson Screening Test were named and the Special Needs Assessment Profile (SNAP) which has recently been translated into Gaelic. One teacher referred to this as being a good overall assessment of needs 'but doesn't go into so much detail phonologically' CT7H. 7% said they used other tests to some extent. 13% of teachers did not respond to this question.

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