The relationship between students’ self-assessed reading skills and other measures of achievement

Background: This study explored the credibility of Swedish third-grade students’ self-assessments of their reading achievement by relating those assessments to two different criteria—teachers’ judgments and students’ reading test scores. Student gender and socioeconomic status (SES) were introduced to determine to what extent, if any, these variables were associated with the accuracy of the selfassessments once students’ attitudes toward reading had been controlled for.