Abstract
This study analyzed the reliability and validity of two widely–used screening tests for academic readiness and for specific language disability: the Pre–Reading Screening Procedures and the Slingerland Screening Tests for Identifying Children with Specific Language Disability. These tests were administered to 1021 heterogeneous students in grades one through six. Student background data, handwriting samples, and Comprehensive Tests of Basic Skills scores were also collected and analyzed. The study's design allowed researchers to develop estimates of reliability (alpha, test–retest, and inter–rater) and validity, including factor analysis. The results indicate that reliability and validity coefficients are well within acceptable limits for the purposes of the tests, and that educational programming decisions can confidently be based on the test results.
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