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

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What additional tests wouldempower teaching of Englishreading-accuracy?
Whole-wordsThe 15 most frequentwords of Englishrepeated in randomorder, e.g.,[of a and the in to is you]1. VC /ăĕĭŏŭ/Phonemic recoding:Simplest wordform (VC),e.g., ed ut ab op usam us it in on up if5. Phonological recodingfinal-e vowels mixedwith āēīōū ăĕĭŏŭ/e.g., rab sibe neb fubehop time hope same Tim9.Consolidation sets●Words containingOUPCs from allpreviously learned sets●Lists of vowels from allpreviously learned setsWhole-word & irregular word readingEarly irregular wordsWords in the 25 mostfrequent words whichcan’t be read usingphonemic recoding , e.g.,he for was are they2. CVC /ăĕĭŏŭ/Phonemic recoding:CVC words, e.g.,sig cav ces neb tuv mepcat hop bus get not sit6. Phonological recoding/āēīōū/ Vowel digraphsWords with vowels[ai ay ee y ea oa ie ]making commonestOUPCs, i.e., /āēīōū/.10.Phonological recodingMultisyllabic wordphonemic recodingWords with closedsyllables, e.g., button,batted napkin kitten.Phonological recodingIrregular rimesWords containing asmall group of commonrimes whose OUPCs arenot yet known, e.g., fartall toy cook car ball boylook.3. Phonologicalrecoding: Consonantblends& digraphs using/ăĕĭŏŭ/ vowels, e.g bripsmip chip bing bind bishbilk7.Phonological recodingr-vowelsWords containing r-vowels makingcommonest OUPCs:[ar er ir or ur]11Phonolog’l recodingMultisyllabic words:/āēīōū/ & schwa /ə/vwls,e.g. spider, broken.Irregular words in 1st 100words of EnglishWords not likely to beread using phonologicalrecoding, e.g., said whatput one.4. Phonological recodingOpen CV syllables with/āēīōū/ vowels,e.g., he go hi me so8.Phonological recodingVowel sets:As per earlier sets using:●w-vowels [aw e wow]●2-sound vwls [ea ow oo]●Others, e.g.,. oi oy ay ou12. Other OUPC sets, e.g.,Silent letters: kn gn pnLess common OUPCs e.g.[ch]: /ch sh k],Others: e.g.. ough, ight/sh/: [sh ch –ti- -ci –si]
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 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: Mymodel
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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