Late-emerging reading-accuracy difficulties are those found present in older students not showing reading-accuracy difficulties when tested in earlier years (Leach, Scarborough and Rescorla, 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.
Galletly, Susan A.; Knight, Bruce Allen; Dekkers, John; and Galletly, Tracey A.
"Indicators of Late Emerging Reading-Accuracy Difficulties in Australian Schools,"
Australian Journal of Teacher Education: Vol. 34
, Article 5.
Available at: https://ro.ecu.edu.au/ajte/vol34/iss5/5