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

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RdCmp = RA x LCmpWrEx = WrA x LEx
Not found: A useful model of RA devptfor teachers & schoolsMicro-models of reading accuracy development‣ Uncertain, conceptual gaps, some controversy• E.g. Dual route: weak on earliest stages of RA devpt• E.g. DIBELS: weak beyond phonemic recoding‣ Needed: A useful model of reading-accuracydevelopment for teachers and schools to use for• Monitoring student development• Identifying instructional needs• Planning instruction for students & staff (PD)
Page 1 and 2: A Comprehensive Model ofReading-Acc
Page 3 and 4: Reading accuracy: A key subskill of
Page 5: FOUND!:Seeking useful models for te
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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