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Indicators of fluent reading are word accuracy, automaticity, and prosody. Rubrics for evaluating prosody are often used in research and by classroom practitioners. While such rubrics exhibit reliability when used with between-rater collaboration, reliability has not been determined when used on an independent basis without collaboration. In this study, four novice raters were trained in the use of two prosody rubrics, the Multidimensional Fluency Scale and the NAEP rubric. Following a training protocol to establish consistent interpretations of the four rubric dimensions, the four novice raters independently rated 165 readings. Results using Cronbach’s alpha suggest very high reliability for both rubrics while intraclass correlations among the four novice raters suggest high reliability. Implications for classroom use and research are discussed.