Validation of Teacher Reading Ratings with Direct Measures of Reading

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dc.contributor.advisorSpeece, Deborah Len_US
dc.contributor.authorGrossman, Julie Adinaen_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2012-02-17T06:31:51Z
dc.date.available2012-02-17T06:31:51Z
dc.date.issued2011en_US
dc.description.abstractRecent 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.en_US
dc.identifier.urihttp://hdl.handle.net/1903/12194
dc.subject.pqcontrolledEducationen_US
dc.subject.pqcontrolledPsychologyen_US
dc.subject.pquncontrolledReadingen_US
dc.subject.pquncontrolledTeachers' Ratingsen_US
dc.titleValidation of Teacher Reading Ratings with Direct Measures of Readingen_US
dc.typeThesisen_US

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