ERIC Number: ED232145
Record Type: RIE
Publication Date: 1982-Oct
Reference Count: 0
The Between Teacher Reliability of the Ekwall Reading Inventory and the Classroom Reading Inventory.
Christine, Charles T.; And Others
Using a test-retest research design, a study examined the reliability of the Classroom Reading Inventory (CRI) and the Ekwall Reading Inventory (ERI). Independent variables of test administrator to subject, test administrator to test, subject to test, and test order were randomized. Subjects included 31 children aged 7 through 12 years. The four teachers who served as examiners were all graduates of master's degree programs in developmental and remedial reading instruction. The test was a "live" administration of one of the reading inventories by one teacher; the testing session was tape recorded. The retest was a second teacher scoring the audio tape recording of the test. The dependent variable was the agreement (or lack of agreement) in identifying a single reading instructional level between test and retest. Results showed that in 14 of 16 trials (85%) there was agreement between teachers using the ERI. In 5 of the 16 trials there was perfect agreement between teachers on an instructional reading level. None of the test-retest trials showed a teacher-teacher instructional level difference of more than one grade level. Trials of the CRI showed teacher agreement on instructional level in 10 of 16 trials (67%). Only one test-retest instance showed a between-teacher instructional level disagreement of more than one grade level. These results provide a strong indication that the CRI and ERI produce reliable estimates of a pupil's reading instructional level. (HOD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Classroom Reading Inventory; Ekwall Reading Inventory
Note: Paper presented at the Annual Meeting of the Keystone State Reading Association (15th, White Haven, PA, October 13-15, 1982).