Abstract
This paper compares the oral reading errors between the contextual sentences and random words among schoolchildren. Two sets of reading materials were developed to test the oral reading errors in 30 schoolchildren (10.00±1.44 years). Set A was comprised contextual sentences while Set B encompassed random words. The schoolchildren were asked to read both contextual sentences and random words reading charts at random order, loudly at normal reading speed. The reading errors were quantified based on the number of mistakes made during reading. The errors were classified into 6 categories; mispronunciations, substitutions, refusals, additions, omissions, and reversals. The results indicated the mean number of errors made by schoolchildren in reading sentence of Set A and Set B were 1.30±0.23 words and 2.70±0.41 words respectively. Random words, Set B, gave a significantly higher number of reading errors compared to contextual sentences, Set A, (U=287, z=-2.46, p=0.01). Reading the random words gave higher number of errors compared to reading the contextual sentences. Mispronunciations and substitutions were the most possible types of errors made when reading Set B (U=234, z=-3.60, p=<0.01 and U=325, z=-2.00, p=0.04 respectively). Schoolchildren tended to mispronounce and substitute some words during reading the random words. In comparing the number of oral reading errors made between schoolchildren and young adults, there was no significant difference. A similar pattern of the type of errors was also found in oral reading errors in both schoolchildren and young adults. Overall findings could be linked to the existence of comprehension during reading the contextual sentences compared to reading the random words.
Highlights
Skills that lead to efficient reading are very important especially in schoolchildren because the reading ability is essential for curriculum access
The total oral reading errors made by young adults in reading Set A were 0.77±0.18 words and 1.57±0.25 words in Set B (Figure 2)
The mean number of error made in reading the Set B was almost two times higher compared to Set A
Summary
Skills that lead to efficient reading are very important especially in schoolchildren because the reading ability is essential for curriculum access. It is necessary to assess the ability of reading in children (Douglas et al, 2002). Reading performance and reading assessment can be quantified in terms of reading acuity (Colenbrander, 2005), reading rate (Legge et al, 1985), reading speed (Mansfield et al, 1996), critical print size (Mansfield et al, 1993), reading comprehension (Savolainen et al, 2008), and reading error (Douglas et al, 2002). Oral reading fluency, which required the subject to read accurately within the time given, was found to be strongly related to reading comprehension (Kim et al, 2012). This might indicate the association between accuracy and improved the understanding in reading process
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