Indicators of Late Emerging Reading-Accuracy Difficulties in Australian Schools - Article 5

Q: What does the paper mean by “late-emerging reading-accuracy difficulties”?

It refers to reading-accuracy difficulties that appear in older students who did not show such difficulties in earlier years.

Q: What does the cross-sectional study examine, and what do the results show?

The study analyzes Australian readers from Years 1 to 8. Results show a steady increase in the proportion of low achievers (SS<90), with a higher number of boys than girls among low achievers.

Q: Why is screening important according to the paper?

Because the results emphasize the need to identify reading-accuracy difficulties through screening in primary and middle school years and to focus reading instruction on reading accuracy where needed.

Oct 15, 2026

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Late-emerging reading-accuracy difficulties are identified in older students who show no reading-accuracy difficulties in earlier assessments. The paper defines reading-accuracy and late-emerging reading-accuracy difficulties, then analyzes data from a cross-sectional study of Australian readers from Years 1 to 8. Findings include a steady rise in the proportion of low achievers (SS<90) and more boys than girls among low achievers. Results support screening and targeted reading instruction across primary and middle school years.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

Introduction

Reading accuracy and later reading success

The late-emerging reading-accuracy framework

Evidence from Australian data

Implications for screening and instruction

Australian Journal of Teacher Education | Volume 34 | Issue 5 | Article 5 | | --- | --- | | 2009
Indicators of Late Emerging Reading-Accuracy Difficulties in Australian Schools
SusanA. Galletly
Central Queensland University
Bruce Allen Knight
Central Queensland University
John Dekkers
Central Queensland University
Tracey A. Galletly
Central Queensland University | | Recommended Citation Galletly, SusanA.; Knight, Bruce Allen; Dekkers, John; and Galletly, Tracey A. (2010) "Indicators of Late Emerging ReadingAccuracy Difficulties in Australian Schools,"Australian Journal of Teacher Education: Vol. 34: Iss. 5, Article 5. Available at: [http://ro.ecu.edu.au/ajte/vol34/iss5/5](http://ro.ecu.edu.au/ajte/vol34/iss5/5) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol34/iss5/5](http://ro.ecu.edu.au/ajte/vol34/iss5/5) Australian Journal of Teacher Education Indicators of Late Emerging Reading-Accuracy Difficulties in Australian Schools Susan A Galletly Bruce Allen Knight John Dekkers Tracey A Galletly Central Queensland University Abstract: Late-emerging reading-accuracy difficulties are those found present in older students not showing reading-accuracy difficulties when tested in earlier years (Leach, Scarborough andRescorla, 2003). This paper discusses the constructs of reading-accuracy and late-emerging reading-accuracy difficulties. It then discusses data from a cross-sectional study of Australian readers from Years 1 to 8, which suggests a likelihood of late-emerging reading-accuracy difficulties being present in Australian readers. Results showed a steady increase in the proportion of low achievers (SS<90), and a higher number of boys than girls being low achievers. The results provide evidence for the importance of reading-accuracy screening of students in primary and middle school years, and for reading instruction at all year levels to be focussed where needed on reading accuracy. Introduction The strong relationship of early reading accuracy to later reading and academic success is well established (National Research Council, 1998; Torgesen, 2002). It is built through reading accuracy, along with language comprehension, being foundational sub-skills of effective reading comprehension and authentic reading. Gough and Tunmer’s (1986) Simple View or Component Model can be used to represent this relationship: Reading Comprehension = Reading Accuracy x Language Comprehension. Reading accuracy is the recognition or pronunciation of the spoken words corresponding to written words. In effect, reading the words creates the spoken message to which the reader applies language comprehension skills. It is phonological recoding (Galletly, 2004), a broad category that includes both phonemic recoding (recoding of letter sounds) and recoding of larger phonological units, including whole words, syllables, rimes, and orthographic units. English has a complex orthography compared to transparent (highly-regular) orthography nations (Galletly & Knight, 2004; Seymour, Aro & Erskine, 2003) . Consequently, Anglophone nations have higher incidences of children with reading difficulties (Landerl & Wimmer, 2000; Landerl, Wimmer, & Frith, 1997) . The discussion in this paper focuses on reading-accuracy development of Anglophone children. In older readers with high levels of reading accuracy skills, language comprehension has amuch stronger relationship with reading comprehension than does reading accuracy (Hoover & Gough, 1990; Yovanoff, Duesbery, Alonxo & Tindal, 2005) . This, however, is not the case for students with low level reading-accuracy skills. For them, the relationship of reading accuracy to reading comprehension, independent reading, and success in literacy remains strong and unequivocal (Knight & Galletly, 2006; Yovanoff et al., 2005) . At all ages, reading accuracy is a Vol 34, 5, October 2009 54 Australian Journal of Teacher Education

FAQs

What does the paper mean by “late-emerging reading-accuracy difficulties”?

It refers to reading-accuracy difficulties that appear in older students who did not show such difficulties in earlier years.

What does the cross-sectional study examine, and what do the results show?

The study analyzes Australian readers from Years 1 to 8. Results show a steady increase in the proportion of low achievers (SS<90), with a higher number of boys than girls among low achievers.

Why is screening important according to the paper?

Because the results emphasize the need to identify reading-accuracy difficulties through screening in primary and middle school years and to focus reading instruction on reading accuracy where needed.

Oct 15, 2026

Upload by Aldword