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

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Percent of year cohortPercent of year cohort% of Low, Average and High RWLow Av High8070Older students<strong>with</strong> readingaccuracyweakness605040302010080706050403020Yr1 Yr2 Yr3 Yr5 Yr6 Yr7 Yr8% of Low, Average and High NWLow Av High100Yr1 Yr2 Yr3 Yr5 Yr6 Yr7 Yr8
% of gender year% of gender year% of gender yearTotal Low RW & NW4040Low RW Male & Female40Low NW Male & Female3030302020201010100Y2-3 Y5-6 Y7-8NW 10.2 18.6 29.2RW 11.9 17.5 28.20Y2-3 Y5-6 Y7-8F 9.8 10.2 23.0M 14.1 24.9 33.50Y2-3 Y5-6 Y7-8F 10.4 13.9 24.2M 9.9 23.4 34.3
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 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 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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