Abstract:
Achievement in early schooling predicts achievement in subsequent years at school. This generally undisputed relationship is based on growing body of research (e.g., Clay, 2001; Iuel, 1988; Lai, McNaughton, Arnituanai-Toloa, Turner, & Hsiao, 2009; McDowall, Boyd, & Hodgen, 2005; Pearson & Hiebert, 2010; Wasik & Slavin, 1993). Moreover, initial difficulties in reading may not simply be predictive of later difficulty, the problem may even confound, as students fall further behind their cohort over time (Stanovich, 1986). Once a student falls behind their peers, the attainment of average progress will not be enough to close the gap, therefore students having difficulty must make accelerated progress, in order to 'catch up'. The gap widens thus making remediation of reading difficulties progressively more challenging. ....