A comparative study of teacher judgment and reading readiness tests for predicting success in reading in first grade

The writer has undertaken this study to evaluate teacher judgment in predicting success in reading at first grade level as less accurate, comparable to, or more accurate than results predicted by the Metropolitan Reading Readiness Test. In addition to the primary purpose of this study, data were sought to answer these specific questions: 1. Are teachers as accurate in their predictions in their first general ratings after two weeks of school as in the second general rating after completing a detailed check list? 2. Are the results from the readiness tests and the teacher ratings in September similar? 3. How accurate are the standardized readiness tests results and the teacher predictions for success in reading at the beginning of the year when determined by the actual reading success measured by the Gates Reading test scores obtained in May? 4. Does the number of years of experience make a significant difference in the teacher\u27s ability to predict accurately? 5. Is there a higher relationship between teacher predictions and certain aspects of reading for individual teachers? 6. Which aspects of reading, if any, was emphasized by the different teachers? From a pedagogical viewpoint the problem is highly significant. The majority of teachers administer a reading readiness test to first grade children in order to have a criterion by which to tentatively group them for beginning instruction in reading as the children are ready to have formal reading instruction. Teachers must not only acknowledge the close relationship existing between formal readiness tests and reading achievement, but they must also be aware of the close relationship between their own personal judgment and reading achievement. Furthermore, the results of this study would help in determining the value of an informal check list as an aid in the guidance of reading performance of first grade pupils