Comparing the Predictive Validity of First Grade Teacher Ratings and Reading-Related Tests on Third Grade Levels of Reading Skills in Young Children Exposed to Poverty.

Hecht, Steven A.; Greenfield, Daryl B.

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Peer reviewed

ERIC Number: EJ667495

Record Type: CIJE

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0279-6015

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Comparing the Predictive Validity of First Grade Teacher Ratings and Reading-Related Tests on Third Grade Levels of Reading Skills in Young Children Exposed to Poverty.

Hecht, Steven A.; Greenfield, Daryl B.

School Psychology Review, v30 n1 p50-69 2001

Compares the relative utility of teacher ratings versus several kinds of reading-related tests measured in the first grade in predicting third grade levels of reading skills in a sample of predominantly ethnic minority children exposed to poverty. Analyses indicated that, in general, teacher ratings predicted later individual differences in reading ability with similar accuracy to that of the reading-related tests. (Contains 64 references and 5 tables.) (GCP)

Descriptors: Minority Group Children, Poverty, Predictive Validity, Primary Education, Reading Skills, Reading Tests, School Psychology, Student Evaluation, Teacher Expectations of Students, Teacher Response

Publication Type: Information Analyses; Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A