ABSTRACT
The intent of the norming design of the Clymer-Barratt Proreading Battery was to provide a sample of beginning first grade pupils that accurately reflects the work of all American entering first graders. Data collected from norming schools included information about school system size, socio-economic nature of the school neighborhood, pre-first grade school experience and ages of children, and other psychometric scores. In constructing the norms, raw score distributions were adjusted somewhat on the basis of the foregoing data in an effort to establish their representativeness of the typical American entering first grade population. Use of the published, beginning-of-first grade norms is recommended for kindergarten pupils. The norms allow the teacher to compare the status of a given child with that of a group of beginning readers rather than with a group of other kindergarten children.
