Reading-Accuracy Development with Tests for Teaching Dr Susan Galletly Sept 2009

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Defining Reading‘The word reading may be used to stand for quite differentconstructs…depending upon the particular aspect of reading that isbeing discussed… .For example, reading can be defined as the construction of meaningfrom text or as learning from print, if one is focusing oncomprehension processes in reading.Reading can also be defined as deciphering print, if one is focusingon the aspect of reading that involves identifying the particular wordsthe author has selected to convey meaning.At the word level, [reading may involve] the person being testedknowing the meaning of the word that is identified or simplypronouncing it. ...Torgesen, Wagner & Rashotte (1999, p1-2)
Reading accuracy: A key subskill of literacydevelopment and progress‣ Reading accuracy is a subskill of• spelling,• reading comprehension,• independent reading• & therefore written expression, vocabulary & sophisticatedlanguage comprehension.‣ E.g., Reading accuracy & spelling are parallel skills• Both build from orthographic awareness: your orthographicrepresentation of the word.• It’s easier to read a word than spell it.• If you can’t read the word in isolation, e.g. antique, additive, yourorthographic representation is weak.• You’re therefore unlikely to be able to spell it
Page 1: A Comprehensive Model ofReading-Acc
Page 5 and 6: FOUND!:Seeking useful models for te
Page 7 and 8: Not found: A useful model of RA dev
Page 9 and 10: The aim of the DIBELS model‣ All
Page 11 and 12: The greatest danger for most of us
Page 13 and 14: The DIBELS stepping-stones modelSKI
Page 15 and 16: GPS OnWhere are we?Where is the por
Page 17 and 18: Things I reflected on from DIBELS
Page 19 and 20: English vs. transparent-orthographi
Page 21 and 22: English orthographic complexity for
Page 23 and 24: Unit oforthographicknowledgeHigh fr
Page 25 and 26: Thinking on stages by examining set
Page 27 and 28: Mymodel
Page 29 and 30: Whole-wordsThe 15 most frequentword
Page 31 and 32: PhonologicalawarenessEarlyOrthograp
Page 33 and 34: Findings from the study re needed t
Page 36 and 37: Percent of year cohortPercent of ye
Page 38 and 39: SWE RScSWE RScSWE RScRelationship o
Page 40: CaseTOWRETOWREDIBELSY2NReadingRelat

Reading-Accuracy Development with Tests for Teaching Dr Susan Galletly Sept 2009

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