STEP 1: Establishing the range in student ability

Phonic Sight Word Sequence Placement Test Instructions

• Present the screen below to each class (ideally in week 1 of Term 1).
• Progress through the screen until students start making 6 consecutive errors. At this point the relevant students can be asked to
cease the screen as their earliest point of difficulty has been identified. (Recommended to cease screen when students make 6
consecutive errors) .
• It is recommended that teachers use a template as this set-up will assist the process of analysing the results.
• Middle and upper primary teachers need to start the placement screen at stage 1. It may be useful to present the spelling screen
in 2 to 3 sittings. 15 minutes before recess, 15 minutes after recess and for the students who are still strong spellers, 15 minutes
after lunch.
Explanation to the class:
"We are going to complete a spelling test. The words start off simple and gradually will become more difficult. When I tap you on
the shoulder you can stop writing and read a book (while the other students keep spelling). The first list of words will be placed
within the first column. The second list of words in the second column and so on. Let’s get started. Listen carefully to the words I
am asking you to spell and do your best. Please do not use an eraser. If you want to make two attempts of the word, I would like
to see both of your attempts. Let’s get started."

Week 1 in Term 1 (to establish targeted teaching groups for Term 1)

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
Target 1 CCC- dge a as ‘o’ ac- ch as ‘sh’
rod strict edge squabble accelerate parachute
run
CC-CC igh ch as ‘k’ -tial ob-
CVC lip
had squelch frighten mechanic essential obliterate
yes double letters tch g as ‘j’ -ate -ous
Optional wet press kitchen gentleman accommodate carnivorous
additional
words sun a-e ph ear as ‘er’ -able silent g
Target 2 shape orphan research admirable champagne

sh shut i-e ea as ‘e’ age as ‘ij’ -ible para-

ch chin line instead luggage intelligible paralyse
th that ir mb/silent b augh -al ir-
ck pick
ee weed skirt plumber naughty oriental irresistible
oo moon ow double letters si as ‘zh’ -ious quet
qu quiz window sudden excursion anxious banquet
Target 3 oa ey ti as ‘sh’ -cious sub-
toast chimney reception malicious submersible
snip
trip ew ce as ‘s’ ai as ‘e’ ex- -eous
CCVC
& send drew disgrace mountain extreme miscellaneous
CVCC lump ou air c as ‘s’ -ship -ise/yse
gold
count repair celery relationship popularise

pram aw ore ous -ent -ive

Optional
additional wind yawn before tremendous obedient inclusive
words
sold ea -le (schwa +l) y as ‘I’ -ary -icle/acle
Target 4 steam grumble syllable documentary chronicle
ay clay ue ge rr ou as ‘u’ -cal
ing bring clue orange hurricane nourish reciprocal
or sport ur or as ‘schwa er’ silent u cir- silent n
ar start
hurt doctor guardian circumference solemn
all small
y as ‘ee’ qu our as ‘schwa er’ -ar con-
ai chain
er under windy liquid neighbour circular convenience
oi point kn tion tu as ‘ch’ -ment silent g
oy joy knife action furniture measurement paradigm

10 Phonic and Sight Word Sequence ISBN: 978-1-925769-39-5 PLD Organisation Pty. Ltd.
 Stage 1 Template for Junior Primary

Name Term
Stage 1, Target 1: CVC Words
1 2 3

4 5 Score /5 Notes

Letter reversal

Medial vowel difficulties

...................% Other ______________________

*Option: provide additional words
then convert into a percentage.

Stage 1, Target 2: Early Stage 1 Phonics

6 7 8

9 10 11

Note the phonic concepts

12 Score /7
requiring instruction.

*Option: provide additional words

...................% then convert into a percentage.
Stage 1, Target 3: CCVC + CVCC Words
13 14 15

16 17 Score /5 Notes

Letter reversal

Medial vowel difficulties

...................% Other ______________________

*Option: provide additional words
then convert into a percentage.

Stage 1, Target 4: Late Stage 1 Phonics

18 19 20

21 22 23

24 25 26

Note the phonic concepts requiring instruction.

Score /9 ..................% *Option: provide additional words then convert into a percentage.

PLD Organisation Pty. Ltd. ISBN: 978-1-925769-39-5 Phonic and Sight Word Sequence 11
 Stage 1, 2 & 3 Template

Name Term

Stage 1 Stage 2 Stage 3

1
Target 1 Score___/5=___%

6
Score____/7=_________%

10
Target 2

11

12

13
Target 3 Score____/9=____%

14

15

16

17 Notes: Notes:

18

19
Score____/9=_____________%

20

21

22

23

24
Target 4

25

26
note the concepts
requiring further
When marking

instruction

Stage 1 Score_______/26=________% Stage 2 Score_______/16=________% Stage 3 Score_______/16=________%

12 Phonic and Sight Word Sequence ISBN: 978-1-925769-39-5 PLD Organisation Pty. Ltd.
 Stage 4, 5 & 6 Template

Name Term
*Remember to commence testing from stage 1.

Stage 4 Stage 5 Stage 6

10

11

12

13

14

15

16
When marking note the concepts
requiring further instruction

Stage 4 Score_______/16=________% Stage 5 Score_______/16=________% Stage 6 Score_______/16=________%

PLD Organisation Pty. Ltd. ISBN: 978-1-925769-39-5 Phonic and Sight Word Sequence 13
 Examples of Junior Primary Spelling Screening
Student A Student B

Stage 1 Words Stage 1 Words Stage 2 Words

Target 1
Target 1

Target 3

Target 2

Target 4
Target 2

Target 4

Target 3

Analysis Analysis
Stage 1 Target 1 - 100% Stage 1 Target 1(ie: CVC) level - 100%
Target 2 - “ee” requires instruction Target 2 (ie: sh, ch, th, oo, ee, ck) level - 100%
Target 3 - 100% Target 3 level (ie: CCVC and CVCC) - 100%
Target 4 - ay/ai, or/ar, all, oi/oy Target 4 level - 55%
require instruction Stage 2 56%

Plan
Focus on a Stage 1, Target 4 and then progress on to Stage 2.
Recommendation
Consider the PLD apps Reading Race 1b and 1d to speed
up the rate of acquisition. Details of the apps are located
within the Stage 1 section.
Plan
Initially focus on a Stage 1, Target 4 and once accuracy
increases, progress on to Stage 2 concepts.
Recommendation
The PLD 1d apps will also boost performance. Details of
these apps are located within the Stage 1 section.

14 Phonic and Sight Word Sequence ISBN: 978-1-925769-39-5 PLD Organisation Pty. Ltd.
 Example of Middle Primary Spelling Screening

Analysis of the Results

• The goal of the scoring/analysis process is to establish at which stage students require targeted instruction. For the students
with delays the process will establish which “gaps” require attention. For the age appropriate or advanced students the screen
will establish the stage they are operating at and what further teaching they require in order progress their skills.
• When marking the test, only mark to the point that multiple errors are being made.
• The scores of each stage are then to be converted into a percentage. When a student scores under 85% it is recommended that
phonic-based spelling efforts need to be targeted at this specific level.

Stage 1 Words Stage 2 Words Stage 3 Words

Target 1
Target 2

Target 4
Target 3

Analysis Plan
• Focus on tri blends (ccc), oa, aw and then
Stage 1 100%
progress on to Stage 3 concepts.
Stage 2 81%
• Integrate some Stage 2 Phonic Dictation to revise and
Stage 3 37% consolidate skills

Remember!
It may be necessary to “go back and fill in the spelling and phonic gaps in order to progress forward.”

PLD Organisation Pty. Ltd. ISBN: 978-1-925769-39-5 Phonic and Sight Word Sequence 15
 Examples of Upper Primary Spelling Screening
Student A
Stage 1 Words
Stage 1 Stage 2 Words
Stage 2 Stage 3 Words
Stage 3 Stage 4 Words
Stage 4 Stage 5 Words
Stage 5
Analysis
Stage 1: 100%
Stage 2: 100%
Stage 3: 100%
Stage 4: 81%

Plan:
Stage 4 for a month
then progress onto
Stage 5.

Student B
Stage 1 Words
Stage 1 Stage 2 Words
Stage 2 Stage 3 Words
Stage 3 Stage 4 Words StageStage
5 Words
Stage 4 5
Analysis
Stage 1 - 100%
Stage 2 - 94%
Stage 3 - 94%
Stage 4 - 62%

Plan:
Instruct Stage 4
concepts until the
student scores
85% or higher and
then progress on
to Stage 5.
• Integrate Stage 3
or 4 Phonic
Dictation to revise
and consolidate
phonic skills
transferring into
writing

16 Phonic and Sight Word Sequence ISBN: 978-1-925769-39-5 PLD Organisation Pty. Ltd.
 Planning Three Levels of Weekly Word Study
The templates below allow teachers to easily plan a list that incorporates review of words that continue to be
problematic for students.

My Weekly Word Study My Weekly Word Study My Weekly Word Study

Week: ________ of Term: _______ Week: ________ of Term: _______ Week: ________ of Term: _______

I am learning I am learning I am learning

The phonic concept(s) __________
To sound out the words using:
Individual sounds
Syllables
Other _____________
The meaning of these words
To apply these words into my
writing.
To retain concepts taught.
The phonic concept(s) __________
To sound out the words using:
Individual sounds
Syllables
Other _____________
The meaning of these words
To apply these words into my
writing.
To retain concepts taught.
The phonic concept(s) __________
To sound out the words using:
Individual sounds
Syllables
Other _____________
The meaning of these words
To apply these words into my
writing.
To retain concepts taught.

1.

Previously Studied Words

1.
1.
2.
Previously Studied Words

2.
Previously Studied Words

3.
2.

3. 4.

3.
5.
4.
6.
4.
5.
7.
5.
6.
8.

6. 9.
7.
10.
New Words

8.
7. 11.
New Words

9. 12.
New Words

8.
13.
10.
14.
9.
11.
15.

10. 12. 16.

Remember: Students with significant spelling delays may require less spelling list words and require revision of phonic
based concepts already covered.
PLD Organisation Pty. Ltd. ISBN: 978-1-925769-39-5 Phonic and Sight Word Sequence 17
 Word Study List Templates - with a Vocabulary Focus
A significant part of a middle and upper primary spelling program needs to focus not only on students learning to spell
words, but also that they develop a clear and comfortable understanding of word meanings. It is quite common for
students to be able to spell words however fail to understand their meanings and apply the words in their writing.
As the length of spelling lists increase, it can be difficult to find the time in spelling lessons for students to work
through the meaning related activities for all of their spelling words. These lists allow teachers to allocate some words
for vocabulary or semantic focus. Students learn to spell all the words on their list, but focus on a limited number for
semantic and vocabulary development.

My Weekly Word Study My Weekly Word Study My Weekly Word Study

Week: ________ of Term: _______ Week: ________ of Term: _______ Week: ________ of Term: _______

I am learning I am learning I am learning

The phonic concept __________ The phonic concept __________ The phonic concept __________
To sound out the words using: To sound out the words using: To sound out the words using:
Individual sounds Individual sounds Individual sounds
Syllables Syllables Syllables
Other _____________ Other _____________ Other _____________

1.
1.
1.
2.
2.
2. 3.

3.
4.
3.
4. 5.

4. 6.
5.
I am learning the meaning of these
spelling words and to apply these
5. 6. words into my writing.

I am learning the meaning of these

spelling words and to apply these 7.
6. words into my writing.

I am learning the meaning of these

8.
spelling words and to apply these
Vocabulary Focus Words

words into my writing. 7. 9.

Vocabulary Focus Words

10.
8.
Vocabulary Focus Words

11.
7.
9. 12.
8.
13.
10.
14.
9.
11.
15.

10. 12. 16.

18 Phonic and Sight Word Sequence ISBN: 978-1-925769-39-5 PLD Organisation Pty. Ltd.
 The Potential Range Evident in Classes
Recommended: the black/grey/black colour coding which emphasises the phonic and the sound structure contained
within the spelling list words. The black/grey/black colour coding shows students how they are to sound out and
spell their list words.

Potential Word Study Lists for a Year 1 Class

Phonics: CVC Phonics: sh and CCVC ar and or Note: the

A combination Stage 1 Target 2 & 3 list

Sounding strategy: Sounding strategy: Sounding strategy: alternating black
Stage 1 Target 1 s,a,t,p,i,n CVC List

individual sounds individual sounds individual sounds and grey colouring

highlights the
sit ship shark relationship

Stage 1 Target 4 list

between the
wish smart letters and the
tap s i t sh i p sh ar k sounds within the
shed sharp word.
pan It is strongly
from north recommended
CVC words made CVC words Words containing
tip from the alphabet
stop containing
sport later digraphs. that words are
sounds. early digraphs.
also assigned to
drum short students in this
sip same format.

Potential Word Study Lists for a Year 2/3 Class

Phonics: or and aw dge and igh Phonics: tion Note: the
Sounding strategy: Sounding strategy: Sounding strategy: alternating black
individual sounds individual sounds syllabic spelling
and grey colouring
A combination Stage 1 Target 4 & Stage 2 list

Stage 3 list introducing syllabic spelling

highlights the
stor m hedge fraction relationship
Stage 3 list with 2 concepts and
individual phoneme spelling

ledge between the

sport mention letters and the
d r aw edge m igh t frac tion sounds within the
north sledge action word.
It is strongly
thor n Words containing
wedge Words containing section Words with recommended
increasing
vowel digraphs. trigraphs. vocabulary and that words are
draw high fiction which are broken also assigned to
into syllables.
students in this
sigh same format.
straw bright option
yawn might lotion

Potential Word Study Lists for a Year 3/4 Class Potential Word Study Lists for a Year 5/6 Class
Phonics: ou and ai Phonics: le Phonics: ture & sure Phonics: ea and ee Phonics: igh and tch Phonics: our Phonics: ate
Sounding strategy: Sounding strategy: Sounding strategy: Sounding strategy: Sounding strategy: Sounding strategy: Sounding strategy:
A combination list comprised of a stage 2 concept

A combination list comprised of a stage 2 concept

Stage 5 ‘ate’ which changes the word into a verb.

individual sounds individual sounds syllabic spelling individual sounds individual sounds syllabic spelling syllabic spelling
Stage 4 a single concept and syllabic spelling

house grumble capture each right flavour aspirate

Stage 4 concepts and syllabic spelling
Stage 3 le words and syllabic spelling

Stage 3 comprised of two concepts

along with a late stage 1 concept

found sparkle structure beach fright rigour coronate

and individual sound spelling
along with a stage 1 concept

around tremble furniture teacher sight accentuate

demeanour
sound scribble venture dream might authenticate
vigour
shout struggle departure team sigh precipitate
neighbour
baffle sea instigate
chain measure match
favourite
claim ample pleasure sweet snatch congregate
uncle candour accommodate
await treasure street switch
afraid jungle composure asleep sketch humour articulate
again puddle enclosure between hitch harbour contemplate

h ou se grum ble cap ture ea ch r igh t fla vour as pir ate

Words containing Emerging vocabulary Vocabulary words and Words containing Words containing Vocabulary words and Vocabulary words and
vowel digraphs. words and syllabic spelling. syllabic spelling. vowel digraphs. vowel trigraphs. syllabic spelling. syllabic spelling.

PLD Organisation Pty. Ltd. ISBN: 978-1-925769-39-5 Phonic and Sight Word Sequence 19
 STEP 3: Review Spelling Lists
End of Term 1 Review (to establish targeted teaching groups for Term 2)
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
CCC- dge a as ‘o’ ac- ch as ‘sh’
dog
strong badge squadron accomplice moustache
Target 1

jug
CC-CC igh ch as ‘k’ -tial ob-
CVC pit
thrust delight chemist residential obnoxious
fun
double letters tch g as ‘j’ -ate -ous
mop
spill itchy generation authenticate precocious
a-e ph ear as ‘er’ -able silent g
sh dish
plate trophy rehearse comparable sovereign
ch rich
i-e ea as ‘e’ age as ‘ij’ -ible para-
Target 2

th them
spine thread advantage accessible paraphernalia
ck sock
ir silent b augh -al il-
ee feed
twirl crumb caught original illiterate
oo shoot
ow double letters si as ‘zh’ -ious quet
qu quit
elbow stagger conclusion oblivious croquet
oa ey ti as ‘sh’ -cious sub-
clap roast hockey consideration luscious subcontinent
Target 3

CCVC twin
ew ce as ‘s’ ai as ‘e’ ex- -eous
& sold
chew replace bargain except simultaneous
CVCC lift
ou air c as ‘s’ -ship -ise/yse
went
ground dairy parcel apprenticeship paralyse
aw ore ous -ent -ive
ay lawn restore miraculous independent protective
sway
ing ea -le (schwa +l) y as ‘I’ -ary -icle/acle
thing
or cream sniffle symbol contemporary oracle
north
ar ue ge rr ou as ‘u’ -cal
Target 4

chart
blue plunge embarrassed encourage theological
all fall
ur or as ‘schwa er’ silent u cir- silent n
ai paint
purse inspector disguise circumscribe condemn
er never
y as ‘ee’ qu our as ‘schwa er’ -ar con-
spoil
oi sticky quaint demeanour perpendicular congregation
enjoy kn tion tu as ‘ch’ -ment silent h
oy
knee fiction agriculture commitment exhaust

End of Term 2 Review (to establish targeted teaching groups for Term 3)
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
fog CCC- dge a as ‘o’ ac- ch as ‘sh’
strand pledge quantity accede champagne
Target 1

get
CC-CC igh ch as ‘k’ -tial ob-
CVC pad
squint bright character confidential obstacle
sun double letters tch g as ‘j’ -ate -ous
man frizz stretch engineer congregate judicious
sh shop a-e ph ear as ‘er’ -able silent p
skate dolphin earthworm irritable pneumonia
ch much
i-e ea as ‘e’ age as ‘ij’ -ible para-
Target 2

th with
slime breakfast stoppage reversible parachute
ck luck
ir silent b augh -al im-
ee keep
squirm thumb daughter political imprecise
oo hook
ow double letters si as ‘sh’ -ious quet
qu queen shallow channel procession notorious bouquet
flag oa ey ti as ‘sh’ -cious sub-
coach jockey conversation suspicious subversive
Target 3

CCVC glad
ew ce as ‘s’ ai as ‘e’ ex- -eous
& soft
grew embrace certain extension spontaneous
CVCC pond ou are c as ‘s’ -ship -ise/yse
bank around aware cellar premiership sympathise
aw ore ous -ent -ive
ay today
straw ignore prosperous complacent innovative
ing cling ea -le (schwa +l) y as ‘I’ -ary -icle/acle
or port reach scribble mystery complimentary spectacle
ue ge rr ou as ‘u’ -cal
Target 4

ar march
true hinge barricade flourish chronological
all stall
ur or as ‘schwa er’ silent u cir- silent n
ai brain nurse spectator guarantee circumnavigate column
er winter y as ‘ee’ qu our as ‘schwa er’ -ar con-
oi joint frosty quarter humour grammar contemporary
kn tion tu as ‘ch’ -ment silent h
oy boy
know option sculpture embarrassment rhythm

24 Phonic and Sight Word Sequence ISBN: 978-1-925769-39-5 PLD Organisation Pty. Ltd.
 End of Term 3 Review (to establish targeted teaching groups for Term 4)
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
CCC- dge a as ‘o’ ac- ch as ‘sh’
log
sprint smudge wander accordion chandelier
Target 1

yet
CC-CC igh ch as ‘k’ -tial ob-
CVC pan
drench mighty orchid influential obtrusive
nut
double letters tch g as ‘j’ -ate -ous
wet scuff switch danger accentuate deciduous
sh wish a-e ph ear as ‘er’ -able silent h
ch brave pamphlet heard knowledgeable rhubarb
chat
i-e ea as ‘e’ age as ‘ij’ -ible para-
Target 2

th then
drive pleasant voyage possible paradigm
ck rock
ir silent b augh -al in-
ee seem thirty doubt taught professional incredible
oo book ow double letters si as ‘sh’ -ious quet
qu quick throw kettle concussion ambitious tourniquet
oa ey ti as ‘sh’ -cious sub-
skip throat turkey exclamation judicious subterranean
Target 3

CCVC
grin ew ce as ‘s’ ai as ‘e’ ex- -eous
&
mint blew necklace fountain explode courteous
CVCC ou are c as ‘s’ -ship -ise/yse
hold
amount compare certain scholarship analyse
aw ore ous -ent -ive
ay
stay prawn explore momentous absorbent digestive
ing sting ea -le (schwa +l) y as ‘I’ -ary -icle/acle
or torch dream sparkle typical preliminary follicle
ue ge rr ou as ‘u’ -cal
Target 4

ar smart
glue singe correspond discourage symmetrical
all ball
ur or as ‘schwa er’ silent u cir- silent p
ai snail burst elevator vague circumstantial pseudonym
er number y as ‘ee’ qu our as ‘schwa er’ -ar con-
join handy require favourite registrar confederate
oi
toy kn tion tu as ‘ch’ -ment silent t
oy knew section structure commencement mortgage

End of Term 4 Review (for foundation classes to handover to Year 1)

Recommended: All other classes complete an end of year standardized spelling test to determine end of year spelling age
for each student and to determine if each student has attained a 12 month increase in ability

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6

CCC- dge a as ‘o’ ac- ch as ‘sh’
rod
strict edge squabble accelerate parachute
Target 1

run
squ igh ch as ‘k’ -tial ob-
CVC lip
squelch frighten mechanic essential obliterate
had double letters tch g as ‘j’ -ate -ous
yes press kitchen gentleman accommodate carnivorous
shut a-e ph ear as ‘er’ -able silent g
sh
shape orphan research admirable champagne
ch chin
i-e ea as ‘e’ age as ‘ij’ -ible para-
Target 2

th that
line instead luggage intelligible paralyse
ck pick
ir silent b augh -al ir-
ee weed
skirt plumber naughty oriental irresponsible
oo moon
ow double letters si as ‘zh’ -ious quet
qu quiz
window sudden excursion anxious banquet
snip oa ey ti as ‘sh’ -cious sub-
toast chimney reception malicious submersible
Target 3

CCVC trip
ew ce as ‘s’ ai as ‘e’ ex- -eous
& send
drew disgrace mountain extreme miscellaneous
CVCC lump
ou air c as ‘s’ -ship -ise/yse
gold
count repair celery relationship popularise
aw ore ous -ent -ive
ay clay yawn before tremendous obedient inclusive
ea -le (schwa +l) y as ‘I’ -ary -icle/acle
ing bring
steam grumble syllable documentary chronicle
or sport
ue ge rr ou as ‘u’ -cal
Target 4

ar start
clue orange hurricane nourish reciprocal
all small
ur or as ‘schwa er’ silent u cir- silent n
ai chain hurt doctor guardian circumference solemn
er under y as ‘ee’ qu our as ‘schwa er’ -ar con-
oi point windy liquid neighbour circular convenience
oy joy kn tion tu as ‘ch’ -ment silent g
knife action furniture measurement paradigm

PLD Organisation Pty. Ltd. ISBN: 978-1-925769-39-5 Phonic and Sight Word Sequence 25
 Junior Primary Example (with low level students entering school).
Spelling Tracking, not in alphabetical order, but ability groups.
Track from page 29-30
Low entry students Week 1 in Term 1: Class Profile
Preparing for CVC Stage 1 Stage 2
Alphabet Blending Segmentation Target 1 Target 2 Target 3 Target 4
Sounds

Name Notes /26 /5 = % /5 = %

CVC sh, ch, th, CCVC ar, or, er, ay,
oo, ee, qu CVCC oi, oy
Mia Artic 11/26 20% 20% 0%
Xavier New 19/26 0% 0% 0%
Callim ESL 7/26 40% 0% 0%
Eion n/a n/a n/a 80% 60% 40%
Peter n/a n/a n/a 100% 40% 40%
Rebecca n/a n/a n/a 100% 100% 100% 40%

Middle Primary Example (with students organised into ability groups).

Term 2 Focus: Testing & Data within Week 10 Term 1 Term 3 Focus: Testing & Data within Week 10 Term 2

Stage 1 Stage 1

1.1 1.2 1.3 1.4 1.1 1.2 1.3 1.4

Names Notes CVC sh, ch, th, CCVC ar, or, Stage Stage Stage CVC sh, ch, th, CCVC ar, or, Stage Stage Stage
oo, ee CVCC er, ay 2 3 4 oo, ee CVCC er, ay 2 3 4
Dyslexia 100% 0%
ASD 100% 100% 100% 89% 31%
Dyspraxia 100% 100% 100% 89% 69%
Epilepsy 100% 100% 100% 100% 63%
100% 100% 100% 100% 50%
100% 83% 100% 100% 44%
EALD 100% 100% 100% 89% 38%
100% 100% 75% 100% 44%
100% 83% 100% 100% 63%

Behav. 100% 100% 75% 100% 75% 31%

100% 100% 100% 100% 94% 50%
100% 100% 100% 100% 100% 69%
100% 100% 100% 100% 88% 38%
100% 100% 100% 100% 100% 44%
100% 100% 100% 100% 100% 63%
100% 100% 100% 89% 74% 38%
100% 100% 100% 78% 100% 63%
100% 100% 100% 89% 81% 50%
100% 100% 100% 100% 63% 50%

100% 100% 100% 100% 100% 94% 56%

100% 100% 100% 100% 100% 94% 56%

Quick Reference: percentage conversions

1/16 2/16 3/16 4/16 5/16 6/16 7/16 8/16 9/16 10/16 11/16 12/16 13/16 14/16 15/16 16/16
6% 13% 19% 25% 31% 38% 44% 50% 56% 63% 67% 75% 81% 88% 94% 100%
1/15 2/15 3/15 4/15 5/15 6/15 7/15 8/15 9/15 10/15 11/15 12/15 13/15 14/15 15/15
7% 13% 20% 27% 33% 40% 47% 53% 60% 67% 73% 80% 87% 93% 100%
1/9 2/9 3/9 4/9 5/9 6/9 7/9 8/9 9/9
9% 22% 33% 44% 55% 66% 77% 88% 100%
1/7 2/7 3/7 4/7 5/7 6/7 7/7
7% 28% 42% 57% 71% 85% 100%

PLD Organisation Pty. Ltd. ISBN: 978-1-925769-39-5 Phonic and Sight Word Sequence 27