Do Errors on Classroom Reading Tasks Slow Growth in Reading?.

Anderson, Richard C.; And Others

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Peer reviewed

ERIC Number: EJ366493

Record Type: CIJE

Publication Date: 1988

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

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Do Errors on Classroom Reading Tasks Slow Growth in Reading?

Anderson, Richard C.; And Others

Elementary School Journal, v88 n3 p267-80 Jan 1988

Examines evidence on error rate in classroom tasks. Claims the usual interpretation of a negative relationship between error rate (especially in oral reading errors) and reading achievement as meaning that low error rates lead to reading growth may be mistaken. Suggests oral errors cause tension, which increases attention and instigates deeper processing. (SKC)

Descriptors: Classroom Research, Cognitive Processes, Elementary Education, Elementary School Students, Error Analysis (Language), Oral Reading, Reading Achievement, Reading Comprehension, Reading Research, Research Problems, Research Reports

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Researchers; Practitioners

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A

Note: Thematic Issue: Schoolwork and Academic Tasks.