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Galletly\u003Cbr>Central Queensland University\u003Cbr>Bruce Allen Knight\u003Cbr>Central Queensland University\u003Cbr>John Dekkers\u003Cbr>Central Queensland University\u003Cbr>Tracey A. Galletly\u003Cbr>Central Queensland University |  |\n\nRecommended Citation  \nGalletly, 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.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol34/iss5/5](http://ro.ecu.edu.au/ajte/vol34/iss5/5)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol34/iss5/5](http://ro.ecu.edu.au/ajte/vol34/iss5/5)  \nAustralian Journal of Teacher Education  \nIndicators of Late Emerging Reading-Accuracy Difficulties in Australian  \nSchools  \nSusan A Galletly  \nBruce Allen Knight  \nJohn Dekkers  \nTracey A Galletly  \nCentral Queensland University  \nAbstract: 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\u003C90), 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.  \nIntroduction  \nThe 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:  \nReading Comprehension = Reading Accuracy x Language Comprehension.  \nReading 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.  \nIn 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  \nVol 34, 5, October 2009 54  \nAustralian Journal of Teacher Education  ","cbCaicWOej2ao4UY","https://ap.wps.com/l/cbCaicWOej2ao4UY","pdf",426010,12,"English","# Abstract\n# Introduction\n## Reading accuracy and later reading success\n## The late-emerging reading-accuracy framework\n## Evidence from Australian data\n# Implications for screening and instruction","[{\"question\":\"What does the paper mean by “late-emerging reading-accuracy difficulties”?\",\"answer\":\"It refers to reading-accuracy difficulties that appear in older students who did not show such difficulties in earlier years.\"},{\"question\":\"What does the cross-sectional study examine, and what do the results show?\",\"answer\":\"The study analyzes Australian readers from Years 1 to 8. Results show a steady increase in the proportion of low achievers (SS\\u003c90), with a higher number of boys than girls among low achievers.\"},{\"question\":\"Why is screening important according to the paper?\",\"answer\":\"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.\"}]","Indicators of Late Emerging Reading-Accuracy Difficulties in Australian Schools - Article 5 | PDF",1792079140]