Concludes that methodological problems must be overcome and certain critical assumptions validated before the results from oral reading error analysis can be used confidently. (AEA)

Reports that reading in unison, reading silently, and reading orally to partners were all successful in reducing oral reading errors in primary school students, but that unison and silent reading were more effective at error reduction than was reading orally to partners. (FL)

Details a study of letter reversals, word reversals, and letter sequence errors made by students in grades 1, 2, and 3 while reading a meaningful text. (FL)

Examines growth of word reading skills in first- and second-grade Italian children by analyzing the pattern of reading errors. Tailors the selection of reading material to permit a meaningful cross-language comparison with pre-existing findings on English-speaking children. Finds that, in English and Italian, spatially related errors constituted a…

A study investigated the reading responses of 60 eighth grade students to encoded inflectional, syntactic, grammatical, and semantic errors. The students were equally divided into three categories based on grade level reading competency and given three Aesopian fables to read. The text of the fables contained the following errors: (1) words to…

Describes a technique for use in detecting and correcting spelling difficulties. (FL)

Argues that the results of oral reading tests may be interpreted as being more precise and reliable than is warranted and that the amount of error in the results of these tests may make them more variable than is typically assumed. Recommends ways to improve the interpretation of oral reading test scores. (FL)

Analysis of the performance of hearing impaired and normal hearing adolescents on a standardized reading test shows that the hearing impaired students attempted significantly more items than their hearing counterparts, but made more errors and significantly more errors that are classified as "nonlinguistic" in nature. (FL)

Analysis of the performance of hearing impaired and normal hearing nine- to eleven-year-old children on a standardized reading test shows that the hearing impaired children tackled significantly more test items than their hearing counterparts and made significantly more errors in achieving similar reading scores. (FL)

Compares explanations of letter-detection errors in the word "the" based on the unitization hypothesis (errors occur because the word is processed as a whole unit, and lower order processes are not completed) to the structural model of reading (errors occur because the syntactic function of the word pulls attention away from this word).…

A pervasive finding from research on teaching and classroom learning is that a low rate of error on classroom tasks is associated with large year to year gains in achievement, particularly for reading in the primary grades. The finding of a negative relationship between error rate, especially rate of oral reading errors, and gains in reading…

A study investigated the effects of the prompting procedure and the fading procedure upon the acquisition of word recognition skills in beginning readers. The prompting procedure is designed to overdetermine correct reading responses during word acquisition, while the gradual fading of the prompts results in transfer of control from the prompt to…

The errors on cloze tests completed by 22 German adults who spoke English and 40 American college students were analyzed to determine whether predictable error patterns occurred. The results indicated predictable error patterns at the independent, instructional, and frustration reading levels for all the adults. The error profiles of the two…

Two groups of teachers testing with two different informal reading inventories were asked to give explanations for the miscomprehensions of two of their students (selected because of difficulty with comprehension unrelated to word recognition). Teacher explanations reflected diversity in description with the reader's lack of knowledge of key…

Concludes that there is no adequate support for recommending that teachers attempt to increase the incidence of a child's self-corrections when reading. (FL)