UC Riverside

This study examined the predictive validity and accuracy of using teacher judgment with curriculum-based measurement as a part of screening for at-risk readers. The participants included native English speakers and English language learners in third and fifth grade. Results from the predictive validity analyses indicated that after controlling for prior year's test performance and curriculum-based measurement (e.g.: R-CBM and Maze), teacher judgment contributed unique variance in predicting future reading performance. Results from the predictive accuracy analyses indicated that established cut-scores for curriculum-based measures yielded relatively lower sensitivity and higher specificity. Regarding the effect of student variables, it was found that English language proficiency and level of reading achievement moderated the contribution of teacher judgment in predicting future reading performance. However, teachers were not found to be a source of variability in the accuracy of their judgments.