Validation of Teacher Reading Ratings with Direct Measures of Reading
Grossman, Julie Adina
Speece, Deborah L
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Recent legislation has mandated that students are proficient in reading. Thus, efficient methods of assessment are essential at the present time. Although direct assessments of reading have been shown to be valid in depicting students' skills, they are not efficient methods. It would be cost and time efficient if there were a valid teacher rating instrument. The present study assessed the concurrent and predictive validity of first and fourth grade teacher ratings on Ratings of Overall Reading and Ratings of Reading Problems when compared with several direct measures of reading. Teachers' ratings on Ratings of Overall Reading produced higher validity coefficients than their ratings of the Ratings of Reading Problems. Given that this measure demonstrated the concurrent and predictive validity of teachers' ratings in both first and fourth grades, it is hoped that it can begin to be incorporated into screenings for identifying students experiencing reading difficulties.