Doctor of Philosophy
Shapiro, Edward S.
Other advisers/committee members
Manz, Patricia H.; Calhoon, Mary B.; Riley-Tillman, T. Chris
Reading comprehension is a complex but critical skill that students must master to ensure future academic success. (e.g. Cain & Oakhill, 2007; Kintsch & Kintsch, 2005). Currently available reading comprehension scales are inadequate as classroom-based screeners for students struggling with reading comprehension; while some scales are psychometrically problematic, others are too lengthy and cumbersome to function well as a screener. (e.g. Keenan, Betjemann, & Olson, 2008). Research supports the validity of teacher-completed behavior rating scales of academic skills as an effective method of assessing students' academic progress that could address the current instrumentation gap in practice (e.g. Demaray & Elliot, 1998; Speece, Ritchey, Silverman, Schatschneider, Walker, & Andrusik, 2010). In response to noted weaknesses in the status of current reading comprehension screening assessments, a research team developed a rating scale of reading comprehension behaviors called the Rating Scale of Academic Skills - Reading Comprehension, Narrative (RSAS-RCN). This study conducted a pilot psychometric validation of the initial version of the RSAS-RCN measure. Participants included 41 general education teachers and 119 third, fourth, and fifth grade students across three school districts in eastern Pennsylvania. Students were administered the RSAS-RCN during the spring, and a small subset of students were re-administered the RSAS-RCN a week following the first administration. Students were also administered a standardized test of reading comprehension and a state standardized test of reading achievement. Results indicated that the RSAS-RCN is a highly reliable, single-construct scale and that the RSAS-RCN yielded consistent results over repeated administrations and a moderate to strong relationship with other tests of reading abilities. These results suggests that the RSAS-RCN may be a valuable new screening tool for reading comprehension measurement and are consistent with prior research supporting the use of teacher-completed rating scales as a measure of students' academic skills. Implications for practice and future research are also discussed.
Gebhardt, Sarah, "A Pilot Validation of an Academic Rating Scale of Reading Comprehension" (2013). Theses and Dissertations. 1492.