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ERIC Number: EJ699054
Record Type: Journal
Publication Date: 2004-Jun
Pages: 14
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-1537-7903
Kindergarten Reading Engagement: An Investigation of Teacher Ratings
Clarke, Angela T.; Power, Thomas J.; Blom-Hoffman, Jessica; Dwyer, Julie F.; Kelleher, Constance R.; Novak, Maytali
Journal of Applied School Psychology, v20 n1 p131-144 Jun 2004
This study examined psychometric properties of the Kindergarten Reading Engagement Scale (KRES), a brief teacher-report measure of classroom reading engagement. Participants were 27 students with identified reading deficits from a predominantly low-income, African-American community. Data were collected in kindergarten (Time 1) and first grade (Time 2). The KRES demonstrated strong internal consistency (Cronbach's alpha = .96) and modest test-retest reliability (r = .66). KRES ratings were significantly correlated with scores from the Word Reading subtest of the Wechsler Individual Achievement Test-Second Edition and the Sound Matching subtest of the Comprehensive Test of Phonological Processing, measured at Time 1 and Time 2. Strategies for refining the scale and implications for applying the KRES in school-based program evaluations are discussed.
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Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Individual Achievement Test