Identifying low‐progress readers: Comparing teacher judgment with a curriculum‐based measurement procedure

Abstract

Identifying low‐progress readers easily and quickly is an essential prerequisite for effective literacy intervention in schools. In this study, teacher judgment of reading performance is compared with a curriculum‐based measurement procedure. This study involved 33 teachers and their Year 3 to Year 5 classes. Twelve students were randomly selected from each class and their teachers were asked to rank them based on their judgments of student reading performance. All students were also assessed on a Passage Reading Test (PRT) based on the principles of curriculum‐based measurement. The obtained oral reading fluency measures for the students were ranked for each class and compared with teacher judgment rankings. The results indicated that only one‐half of the teachers identified the same poorest reader as did the curriculum‐based PRT. Moreover, only 15% of the teachers identified the same 3 lowest performing readers as the PRT. These findings suggest that over‐reliance on teacher judgment for identifying low‐progress readers may be misplaced and that curriculum‐based PRTs may provide a more objective and quick alternative procedure.