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rately tested and 6% declined to respond. All interviewees replied in the affirmative some stating that there were 'no surprises'. Responses included:

'Those that do well with reading did well with the phonics test.' CT30H. 'There were a couple - their needs had come up from ancillary staff - and it showed up when we did the Assessment.' SfL12H. 'What it did was it reinforced what we had already come to the conclusion about.' DHT46WI. 'Results did corroborate attainment pretty much as expected.' HT40WI.

Only two teachers each said that one pupil in their class had scored better than expected. One of these pupils who did better than expected received speech and language therapy but the teacher thought that this performance was due to the fact that the teacher had to say the words rather than the child himself.

One teacher remarked that she had noticed a difference between one pupil tested and the other pupils and that this pupil had 'a wee bit of difficulty in the Gaelic reading.' CT11O. She noticed a marked difference in test performance between him and the other pupils. Another described a pupil who 'had a special skill in language, had achieved Level A (National Test in Reading) ahead of the others and she did really well in your test.' CT33WI. One principal teacher knew that a pupil struggled with phonics and Gaelic language and said that it had been useful to 'home in on the specific phonological weaknesses as opposed to just sort of more general he struggles with reading.' PT44O. She went on to say that she hadn't tried before to determine what difficulties in particular he was having. The head teacher described a pupil who was not working quite at the same level as the other pupils and thought that the test results confirmed things for her.

One class teacher commented that the test 'quickly identified areas of difficulty and also showed where more practice was required.' CT40aWI. She noticed that there were things that the test picked up on that she hadn't, especially rhyming words. Another teacher thought that her pupils were doing well this year 'but it gave me an idea for a couple of them who need more work on things. It has made quite a difference since I identified them and they've been working on it.' CT10H.

选拔测试与管理——Screening Test and Administration:

Responses to this initial question about the screening test were encouraging with 78% of teachers stating that the test was easy to administer and 16% stating that it was quite easy to administer. No teacher stated that it was not easy to administer and 6% gave no response . Responses on test administration were generally positive: 'Very straightforward - good instructions - folder layout made it easy.' HT40WI. 'Yes, probably yes and it was very helpful and easy to administer.' CT17O. 'Was very straightforward.' CT11WI. 'Was easy & pupils enjoyed doing it.' CT10H As well as written instructions on each subtest, a CD containing verbal instructions and a sample test by a teacher and pupil was sent to every school. 'It was very easy to administer, I hardly needed to listen to CD.' CT2WI. 'The test was quite simple for a class teacher once you read up on it. It's important to read the instructions and about it rather than dive in.' CT18WI. 'A good indicator of potential problems - this was comprehensive but short and easy for the child to do.' CT13O. 'It was本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。