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NALP
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A comparison of the effects of an average gain of .38
A comparison of an expected performance rate benchmark levels with
benchmark levels with the effects of an average gain of .38 of one
an expected year level rate of one reading benchmark
reading benchmark performancefor each year of schooling year level for each
year of schooling
7
6
Gain in year levels
5
4
3
2
1
0
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Substantive grade levels
A comparison of the effects of an average gain of .38
A comparison of an expected performance rate benchmark levels with
benchmark levels with the effects of an average gain of .38 of one
an expected year level rate of one reading benchmark
reading benchmark performancefor each year of schooling year level for each
year of schooling
7
6
Gain in year levels
5
4
3
2
1
0
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Substantive grade levels
A comparison of the effects of an average gain of .38
A comparison of an expected performance rate benchmark levels with
benchmark levels with the effects of an average gain of .38 of one
an expected year level rate of one reading benchmark
reading benchmark performancefor each year of schooling year level for each
year of schooling
7
6
Gain in year levels
5
4
3
2
1
0
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Substantive grade levels
A comparison of the effects of an average gain of .38
A comparison of an expected performance rate benchmark levels with
benchmark levels with the effects of an average gain of .38 of one
an expected year level rate of one reading benchmark
reading benchmark performancefor each year of schooling year level for each
year of schooling
7
6
Gain in year levels
5
4
3
2
1
0
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Substantive grade levels
A comparison of the effects of an average gain of .38
A comparison of an expected performance rate benchmark levels with
benchmark levels with the effects of an average gain of .38 of one
an expected year level rate of one reading benchmark
reading benchmark performancefor each year of schooling year level for each
year of schooling
7
6
Gain in year levels
5
4
3
2
1
0
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Substantive grade levels
A comparison of the effects of an average gain of .38
A comparison of an expected performance rate benchmark levels with
benchmark levels with the effects of an average gain of .38 of one
an expected year level rate of one reading benchmark
reading benchmark performancefor each year of schooling year level for each
year of schooling
7
6
Gain in year levels
5
4
3
2
1
0
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Substantive grade levels
Children learn how to use literate language from their reading. They must
learn how to read like writers.
The books they use to learn to read must therefore contain language
resources that can be used to teach writing.
Simple ‘sentence’ readers do not contain any resources that help children
become literate readers or writers.
The Scaffolding Literacy Teaching Sequence is designed to teach
children to use language resources from literate texts in their own
writing. They learn what language to use and how to write it.
Suddenly a noise
Suddenly DaD Drove To LOOMA
He heard a nise.
He Stopped on The LOOMA Read.
He Saw a man with a knife Standing on The Read.
DaD Tolld him To get off The Read.
But he Didn’t Listen
So Dad Drove over him To LOOMA.
THE GIANT BARRA
Suddenly [wiggling his tail in the green flowing splashy clear
water] was a barramundi
It was the same one I had been searching for.
It was the largest!
Seldom did you see any barramundi here,
For they like swimming in the log places where it’s deep
And this part of the river was too shallow.
Perhaps this one wiggled around here
Only when he could not find small fish.
The barramundi quivered.
He was swimming and quivering below the surface of the water
and, I could plainly see his scales shining in the water.
They were the size of bigger finger nails
And stood from his back, like silver diamonds and light black in
the centers and in the centers a thick silver spot, like the scales
of an enormous barramundi. [I had once seen in a glass tank a
day that I went to Sydney and gulls flew and school kids ran up
and down in the aquarium]
Kulkarriya Years 7-11 Reading Accuracy
Pre-test/Post-test comparison
11
10
9
8
Benchmarked Text
7
6
5
4
3
2
1 Tarni
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Students
Pre-test T4 2002 Individual Reading Level T4 2002 Independent working Level
Kulkarriya Years 7-11 Reading Accuracy
Pre-test/Post-test comparison
11
10
9
Tarni
8
Benchmarked Text
7
6
5
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Students
Pre-test T4 2002 Individual Reading Level T4 2002 Independent working Level
Kulkarriya Years 7-11 Reading Accuracy
Pre-test/Post-test comparison
11
10
9
8
Benchmarked Text
7
Tarni
6
5
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Students
Pre-test T4 2002 Individual Reading Level T4 2002 Independent working Level
Tani's comprehension development 2001-2004
35
30
25
TORCH Scaled Score
20
15
10
5
0
2001 TORCH 2002 TORCH 2003 TORCH 2004 TORCH
Tarni
The effect of intervention in Years 4+ which produces an
A comparison per year on a pre-intervention rate of
average gain of 1.61 of the effects of an average gain of .38 benchmark levels with
.38 an expected performance rate of one reading benchmark year level for each
year of schooling
7
6
Gain in year levels
5
4
3
2
1
0
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Substantive grade levels
The effect of intervention in Years 4+ which produces an
A comparison per year on a pre-intervention rate of
average gain of 1.61 of the effects of an average gain of .38 benchmark levels with
.38 an expected performance rate of one reading benchmark year level for each
year of schooling
7
6
Gain in year levels
5
4
3
2
1
0
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Substantive grade levels
The effect of intervention in Years 4+ which produces an
A comparison per year on a pre-intervention rate of
average gain of 1.61 of the effects of an average gain of .38 benchmark levels with
.38 an expected performance rate of one reading benchmark year level for each
year of schooling
7
6
Gain in year levels
5
4
3
2
1
0
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Substantive grade levels
The effect of intervention in Years 4+ which produces an
A comparison per year on a pre-intervention rate of
average gain of 1.61 of the effects of an average gain of .38 benchmark levels with
.38 an expected performance rate of one reading benchmark year level for each
year of schooling
7
6
Gain in year levels
5
4
3
2
1
0
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Substantive grade levels
NALP Funding 2005 -2008
•DEST $8million for system development
•DEST $4million for existing non-NT users
•DEST funding $2million for new schools across the
country
•NT Government $1.3million per annum for NT DEET
Project Activities
NALP is a comprehensive development, implementation,
evaluation and research program
Currently – 5000 students over 4 states/Territories
NT Plan – 100 schools and 10 000 students in NT
by 2008
- ongoing growth in existing sites
