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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 18, 1998 - Issue 4
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Original Articles

Towards a Curriculum‐based Passage Reading Test for Monitoring the Performance of Low‐progress Readers Using Standardised Passages: a validity study

Alison Madelaine Macquarie University Special Education Centre, Macquarie University, Sydney, Australia
&
Kevin Wheldall Macquarie University Special Education Centre, Macquarie University, Sydney, AustraliaCorrespondence[email protected]
Pages 471-478 | Published online: 29 Sep 2006

Citations (18)

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Read on this site (11)

Lisa Limbrick, Kevin Wheldall & Alison Madelaine. (2012) Do boys need different remedial reading instruction from girls?. Australian Journal of Learning Difficulties 17:1, pages 1-15.
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Kevin Wheldall & Alison Madelaine. (2006) The Development of a Passage Reading Test for the Frequent Monitoring of Performance of Low-Progress Readers. Australasian Journal of Special Education 30:1, pages 72-85.
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Alison Madelaine & Kevin Wheldall. (2005) Further progress towards a standardised curriculum‐based measure of reading: Calibrating a new passage reading test against the new South wales basic skills test. Australian Journal of Learning Disabilities 10:3-4, pages 87-94.
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Alison Madelaine & Kevin Wheldall. (2005) Identifying low‐progress readers: Comparing teacher judgment with a curriculum‐based measurement procedure. International Journal of Disability, Development and Education 52:1, pages 33-42.
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Alison Madelaine & Kevin Wheldall . (2004) Curriculum‐based measurement of reading: recent advances. International Journal of Disability, Development and Education 51:1, pages 57-82.
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Kevin Wheldall & Renae Watkins. (2004) Literacy levels of male juvenile justice detainees. Educational Review 56:1, pages 3-11.
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Alison Madelaine & Kevin Wheldall. (2003) Can teachers discriminate low‐progress readers from average readers in regular classes?. Australian Journal of Learning Disabilities 8:3, pages 4-7.
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Alison Madelaine & Kevin Wheldall. (2002) Establishing tentative norms and identifying gender differences in perfomance for a new passage reading test. Australian Journal of Learning Disabilities 7:1, pages 40-45.
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Alison Madelaine & Kevin Wheldall. (2002) A comparison of two quick methods for identifying low‐progress readers: Teacher judgment versus curriculum‐based measurement. Australasian Journal of Special Education 26:1-2, pages 32-47.
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Kevin Wheldall & Alison Madelaine. (2000) A Curriculum-Based Passage Reading Test for Monitoring the Performance of Low-Progress Readers: The development of the WARP. International Journal of Disability, Development and Education 47:4, pages 371-382.
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Kevin Wheldall. (2000) Does Rainbow Repeated Reading Add Value to an Intensive Literacy Intervention Program for Low-progress Readers? An experimental evaluation. Educational Review 52:1, pages 29-36.
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Articles from other publishers (7)

Gary Rance, Richard C. Dowell & Dani Tomlin. (2023) The effect of classroom environment on literacy development. npj Science of Learning 8:1.
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Mike Sleeman, John Everatt, Alison Arrow & Amanda Denston. (2022) Evaluation of the “Three Steps in Screening for Dyslexia” Assessment Protocol Designed for New Zealand Teachers. New Zealand Journal of Educational Studies 57:2, pages 465-482.
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Mike Sleeman, John Everatt, Alison Arrow & Amanda Denston. (2022) The identification and classification of struggling readers based on the simple view of reading. Dyslexia 28:3, pages 256-275.
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Mridula Sharma, Suzanne C. Purdy & Peter Humburg. (2019) Cluster Analyses Reveals Subgroups of Children With Suspected Auditory Processing Disorders. Frontiers in Psychology 10.
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Amanda Watson, Anna Timperio, Helen Brown & Kylie D. Hesketh. (2017) A primary school active break programme (ACTI-BREAK): study protocol for a pilot cluster randomised controlled trial. Trials 18:1.
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Amanda Watson, Anna Timperio, Helen Brown, Keren Best & Kylie D. Hesketh. (2017) Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity 14:1.
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Kevin WheldallLisa Limbrick. (2010) Do More Boys Than Girls Have Reading Problems?. Journal of Learning Disabilities 43:5, pages 418-429.
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