Review of Star Early Literacy Using University of Oregon Reading First Coding Form

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In May of 2002, the University of Oregon published the Analysis of Reading Assessment Instruments for K-3. In the executive summary of their final report, the University of Oregon Assessment Committee identified some of the limitations of their work. "The most conspicuous limitation to the Assessment Committee's effort is the limited number of assessment instruments analyzed, coded, reviewed, and evaluated. Clearly, more assessment instruments must be reviewed and evaluated" (p. 10). The University of Oregon could not evaluate Star Early Literacy (SEL), because it was released after the Oregon Committee began their work. For this reason, researchers from the UW-Madison reviewed SEL using the same rigorous methodologies used by the Oregon group. In order to replicate the process as closely as possible, they analyzed how the Oregon Committee evaluated other instruments, including DIBELS and TPRI. Then, following the same procedures, the researchers reviewed SEL separately using the Analysis of Reading Assessment Instruments for K-3. After completing the reviews, an inter-rater reliability check was performed to identify discrepancies, and the researchers then discussed and resolved any discrepancies between the two reviews. Through the analysis, researchers found SEL to be a reliable and valid instrument, like the other assessments reviewed by the University of Oregon.

UTHORS: Geoffrey D. Borman, PhD and N. Maritza Dowling, PhD.

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