The Reading and Me Survey (R&MS) measures reading self-perceptions and enjoyment of reading of intermediate elementary students and parallels the Math & Me Survey (M&MS). We examined its psychometric properties through content validation, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability and external validity analyses. Validity evidence was collected from 777 third through fifth graders from two rural and two urban school districts. Scores on the scales (Reading Self-Perceptions, 13 items; Enjoyment of Reading, nine items) exhibited strong internal consistency, and model fit was good. Using hierarchical linear modeling (HLM), we examined the relations among reading self-perceptions, and enjoyment, mathematics self-perceptions and enjoyment, and teacher ratings of reading and mathematics ability levels, with results demonstrating patterns of discriminant and, convergent validity. Because of its developmentally appropriate vocabulary, its applicability across contexts, its brevity, its parallel format to the M&MS, and its established psychometric properties, the R&MS has potential to be a useful tool for researchers and educators.

中文翻译：

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测量阅读自我认知和享受：阅读和我调查的发展和心理测量特性

阅读与我调查 (R&MS) 衡量中小学生的阅读自我认知和阅读乐趣，并与数学与我调查 (M&MS) 平行。我们通过内容验证、探索性因素分析 (EFA)、验证性因素分析 (CFA) 以及可靠性和外部有效性分析来检查其心理测量特性。有效性证据是从来自两个农村和两个城市学区的 777 名三年级到五年级学生中收集的。量表上的分数（阅读自我认知，13 项；阅读享受，9 项）表现出很强的内部一致性，模型拟合良好。使用分层线性模型 (HLM)，我们检查了阅读自我感知与享受、数学自我感知和享受之间的关系，以及教师对阅读和数学能力水平的评级，结果显示了判别和收敛效度的模式。由于其适合发展的词汇、跨上下文的适用性、简洁性、与 M&MS 的并行格式以及已建立的心理测量特性，R&MS 有可能成为研究人员和教育工作者的有用工具。