Graph 2 Box plot of instructional reading level for a sample of children in total immersion in South Auckland and Waikato Schools in 2000 and 2001.

FIGURE II Variability of Ngä Kete Körero reading levels from 0-18 months of Mäori immersion.
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The boxes encompass the middle 50% of level achieved by each time in immersion group. The lines extending from the top and bottom indicate the highest and lowest values (reading levels) in the sample. These are the extreme outliers. The asterixis represent additional outliers.

A correlation co-efficient of 0.713 was calculated for letter identification and instructional reading level and a correlation co-efficient of 0.734 for word recognition and instructional reading level indicating a strong relationship exists in both cases. This means for example that there is a very high likelihood that a child who achieves a high reading instructional level (i.e. is reading at a more difficult level) will also be achieving high scores in letter knowledge and/ or word recognition. From a further analysis of the data, the following general guidelines were drawn up to assist teachers to predict approximate instructional reading level to be confirmed by Pükete Pänui Haere.

1. A score between 0 and 26 on the letter identification task indicates a likely instructional reading level between Whenu Harakeke and Kete Harakeke I (levels 1 - 4)
2. A score of 27 or more on the letter identification task indicates a likely instructional level Kete Kiekie A (level 5) and higher
3. A score of 8 or more on the word identification task indicates a likely instructional reading levels of Kete Kiekie A/E or higher (levels 4 ½ +).

Writing

Writing samples from testing were levelled according to descriptors and assigned a Ngä Kete Körero writing level. Collapsing Ngä Kete Körero reading levels12 made it possible to simplify comparisons between reading level and writing level.

The relationship between writing levels and reading levels is demonstrated in Figure III.

Graph 3 Overall distribution of writing levels for children in total immersion in South Auckland and Waikato schools in 2000-2001.

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Graph 4 Overall distribution of reading levels for children in total immersion in South Auckland and Waikato schools in 2000-2001.

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A correlation coefficient of 0.744 was calculated using collapsed reading levels indicating a strong relationship between reading level and writing level. On the basis of the correlation, teachers can expect a close match between reading level and writing level provided the information is collected under conditions similar to those used during the study i.e. establishing reading level using Pükete Pänui Haere and collecting a timed unassisted writing sample at the same time.