The Relationship between Preservice Teachers' Reading Ability and Their Achievement on Teacher Certification Examinations

Graduates of teacher education programs throughout the nation must pass state-mandated standardized paper-and-pencil exit tests to become certified teachers. This study examines the relationship between the reading levels of preservice teachers enrolled in a south Texas university and their scores on the Texas Examinations of Educator Standards-Pedagogy and Professional Responsibilities exam. The validity of determining one's teaching effectiveness through standardized testing is examined in light of the emphasis that this process places on the test taker's reading abilities. Implications for teacher educators in response to the gatekeeping process of certification examinations for entry into the teaching profession are discussed. (Contains 1 table and 1 figure.)