Students beyond the primary grades who struggle with reading lack basic word attack ability and are thus unable to read new words with accuracy. However, there has been little research that reveals the specific word attack errors students exhibit. In this study, 123 struggling adolescent readers receiving special education services were given the…

This cross-sectional study attempted to determine whether the English negation errors made by the University of Jordan's students were similar to the English negation errors proposed by Klima and Bellugi (1966), or influenced by the Arabic syntactic structures of negative sentences. Data of negative structures were gathered, and error counts were…

Reviews and synthesizes the major findings on reversal errors made by young readers. (FL)

Concludes that subjects are misled by errors they make on earlier items in cloze tests. (RL)

Analyzes oral reading errors made by 20 children during their second year of formal reading instruction. (JM)

Five examples illustrate how teachers can analyze patterns of oral reading errors informally, effectively, and inexpensively. (RL)

Concludes that there is a predictable error pattern between independent, instructional, and frustration reading levels for both American and English-as-a-second-language adults. (FL)

Argues that children with limited English-speaking ability are often misdiagnosed as poor readers on formal and informal measures of reading ability. Offers suggestions for management of true miscues made in oral reading. (FL)

Shows how third graders' error patterns on a reading test related to their cognitive styles. Suggests corrective teaching strategies to follow such categorization and analysis. (RL)

Concludes that training in oral language skills may be critical to improving the reading performance of beginning readers. (FL)

Grammar instruction has long been a troubling issue for many language arts teachers. This collaborative research between an elementary classroom teacher and university faculty, based on the assumption that grammar is most effectively taught in reading and writing, looks into the short- and long-term effect of error-based grammar instruction on the…