ABSTRACT
The Preread-ing Rating Scale (PRS) is designed as an observation device which teachers may use to detect important prereading characteristics to which the test is not sensitive. PRS and Clymer-Barrett Prereading Battery (CBPB) do not overlap—they supplement one another. In using PRS, teachers should first read the entire scale carefully to become familiar with the behavior patterns listed, so she can watch for them during class activities. PRS may be completed before or after CBPB is given. The concept of “Average” on which PRS is based and which should guide teachers in using it is that “Average” means typical, average, or characteristic for the teacher’s group. The PRS is not designed to be scored in the usual statistical sense of counting rights or wrongs. Detecting change in the 28 behavior patterns covered by PRS is of importance to the teacher.
