Abstract
A measure and comparison of the predictive validity of two screening tests and teachers' forecasts were made for predicting first-year reading performance. The Meeting Street School Screening Test and Slingerland's Pre-reading Screening Procedures were administered two weeks after the beginning of school. Teachers' judgments of expected end-of-year reading achievement were obtained after six weeks of instruction. All three screening devices significantly predicted end-of-year reading achievement. Combining whole tests and parts of tests resulted in more accurate predictions than when individual predictors were used. The best predictor combinations explained variations in reading achievement scores in the range of 50–60%.
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