The Development of a passage reading test for the frequent monitoring of performance of low-progress readers

Kevin Wheldall, Alison Madelaine

    Research output: Contribution to journalArticlepeer-review

    Abstract

    The aim of this study was to develop a means of tracking the reading performance of low-progress readers on a weekly basis, so as to inform instructional decision-making. A representative sample of 261 primary school children from Years 1 to 5 were tested on 21 different text passages taken from a developing passage reading test, the Wheldall Assessment of Reading Passages (WARP). The results from this study were used to identify a series of ten 'progress passages' that were of very similar difficulty level to a set of three parallel 'basal' WARP passages. High parallel form reliability levels were demonstrated among all the passages. It is argued that the ten parallel progress passages may be employed with the original three basal passages, first to establish the current reading performance level of low-progress readers and then to track their progress by administering each of the ten progress passages weekly in turn over a ten week school term.
    Original languageEnglish
    Pages (from-to)72-85
    Number of pages14
    JournalAustralasian Journal of Special Education
    Volume30
    Issue number1
    DOIs
    Publication statusPublished - 2006

    Keywords

    • reading achievement
    • reading processes
    • special needs students
    • test construction
    • test reliability

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