Can teachers discriminate low-progress readers from average readers in regular classes?

Alison Madelaine, Kevin Wheldall

    Research output: Contribution to journalArticle

    Abstract

    This paper reports on a study on teacher judgment of reading ability. Sydney teachers were asked to identify average and low-progress readers from their classes. A passage reading test was administered to the participants in years three to seven. A comparison of the rankings based on the passage reading test within each class, with the teacher's classification of readers as either average or low-progress, is included. The article discusses inaccurate predictions of the low- progress readers both in terms of not being identified and in terms of being wrong identified as low progress.
    Original languageEnglish
    Pages (from-to)4-7
    Number of pages4
    JournalAustralian journal of learning disabilities
    Volume8
    Issue number3
    DOIs
    Publication statusPublished - 2003

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