Teacher Ratings as Predictors of Reading Achievement on Curriculum-Based and a Standardized Oral Reading Test

Author

Harva H. Paul, University of Nebraska at Omaha

Date of Award

4-1-1990

Document Type

Thesis

Degree Name

Specialist in Education (Ed.S.)

Department

Psychology

Abstract

Teacher ratings as predictors of student reading speed and accuracy using curriculum-based assessment (CBA) probes and a standardized oral reading measures were evaluated. One hundred and nine third graders read orally three CBA probes from their classroom reader and the third grade level samples from the Gray Oral Reading Test. Teachers independently rated students on speed of reading, errors made, and overall reading skills. Ratings were compared with actual performance. Teacher ratings of overall reading skills best predicted performance on the CBA probes, while ratings of speed of reading and errors best predicted student outcomes on the Gray passages. Teachers were surprisingly inaccurate in predicting number of errors made on the CBA probes, but teachers were accurate in predicting students' reading speed.

Comments

A Field Project Presented to the Department of Psychology and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Education Specialist in School Psychology University of Nebraska at Omaha. Copyright Harva H. Paul April, 1990

Recommended Citation

Paul, Harva H., "Teacher Ratings as Predictors of Reading Achievement on Curriculum-Based and a Standardized Oral Reading Test" (1990). Student Work. 2365.
https://digitalcommons.unomaha.edu/studentwork/2365