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

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Unit of orthographic Examples Syll Consistencyknowledgefreq of OUPCsEnglish orthography is v. complexR-vowels far her sir for fur 10.2% 70% [ir]-99% [ur]W-vowelssaw now dewVowel graphemessaying long-vowelhe wait boat meatmeet my happy 9.5% Varyingsounds: ai, oa, ea, ee, piey(e), y(i), ie.oi oy ai ayboil boy bait bayEa (2 sounds) dead meatOo (2 sounds) good foodOu (many sounds,usually [out])ouch youth doublecouldLess common voweldigraphssueRegular multisyllabic kidnap butter babywordsLonger multisyllabic virus differentwords & schwaLess frequentorthographic unitsgnome toughnationVarying
Unit oforthographicknowledgeHigh frequentirregular wordsLess frequentirregular wordsExamplesone was the Approx. 50%amongstadditiveSyllable frequencyIndividual words: V. lowClass of words: High‣ Whereas just over 100 'heavy duty' words (e.g., the, in, was, etc.)account for around half of all the letter strings appearing in printedschool English, a very large number of words exist which appearvery rarely in print(Carroll, Davies & Richman, 1971; Nagy & Anderson, 1984).‣ In fact fully eighty percent of English words occur less than oncein a million words of running text(Carroll et al, 1971; Share & Stanovich, 1995, p.15)
Page 1 and 2: A Comprehensive Model ofReading-Acc
Page 3 and 4: Reading accuracy: A key subskill of
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: English orthographic complexity for
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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