Oral Reading Errors Research Articles

Fluent Reading Skills of Learners of Turkish as A Foreign Language

This study utilized a “sequential descriptive pattern”, one of the mixed method designs with a view to (doing what? Please state the aim here). The qualitative data were collected through the analysis of the participants’ oral reading voice recordings. Data on oral reading prosody were collected using the “Prosodic Reading Scale” and the quantitative data on reading speed and accurate reading were collected through the analysis of oral reading recordings. Whilst Spearman's rank correlation coefficient was utilized to determine the relationship between the data that did not distribute normally, Pearson’s correlation coefficient was employed to test the relationship between the data that distributed normally. Analysis results indicated a negative, low-level, and significant relationship between the participants’ oral reading errors and reading comprehension skills. While there was a positive, weak, and nonsignificant relationship between prosodic reading scores and reading comprehension skills in the A1-level, there was a positive, low-level, and significant relationship in the C1 level. It was found that oral reading speed, prosody, and oral reading errors did not predict fluent reading skills in the A1 level, and the model established was significant, but the dependent variables did not predict reading comprehension skill in the A2 level. In B1 and C1 levels, the regression model established in both levels were significant, and the rank of importance of the variables on oral reading comprehension was found as oral reading speed and oral reading errors.

Executive functions and components of oral reading fluency through the lens of text complexity.

As readers struggle to coordinate various reading- and language-related skills during oral reading fluency (ORF), miscues can emerge, especially when processing complex texts. Following a miscue, students often self-correct as a strategy to potentially restore ORF and online linguistic comprehension. Executive functions (EF) are hypothesized to play an interactive role during ORF. Yet, the role of EF in self-corrections while reading complex texts remains elusive. To this end, we evaluated the relation between students' probability of self-correcting miscues-or P(SC)-and their EF profile in a cohort of 143 participants (aged 9-15) who represented a diverse spectrum of reading abilities. Moreover, we used experimentally-manipulated passages (decoding, vocabulary, syntax, and cohesion) and employed a fully cross-classified mixed-effects multilevel regression strategy to evaluate the interplay between components of ORF, EF, and text complexity. Our results revealed that, after controlling for reading and language abilities, increased production of miscues across different passage conditions was explained by worse EF. We also found that students with better EF exhibited greater P(SC) when reading complex texts. While text complexity taxes students' EF and influences their production of miscues, findings suggest that EF may be interactively recruited to restore ORF via self-correcting oral reading errors. Overall, our results suggest that domain-general processes (e.g., EF) are associated with production of miscues and may underlie students' behavior of self-corrections, especially when reading complex texts. Further understanding of the relation between different components of ORF and cognitive processes may inform intervention strategies to improve reading proficiency and overall academic performance.

Video Self-modeling as a Reading Fluency Intervention for Dual Language Learners with Disabilities

Video self-modeling (VSM) is an evidence-based intervention for teaching new behaviors that is effective, engaging, and incorporates digital technology. While its utility has been well explored to develop new communication and/or social skills for students with disabilities, fewer studies have examined its use for reading fluency with diverse learners, including those with severe reading deficits, older students, and dual language learners (DLL). The implications of poorly developed reading fluency are serious, and unfortunately, impact many students in today’s schools. Educators must find ways to actively engage students in fluency interventions that are evidence-based, build on their strengths, yet are also feasible to implement. The current study employs a multiple baseline design to evaluate the impact of VSM on oral reading fluency, reading errors, and reading self-concept with three seventh-grade DLL students with special needs. Results showed increases in the average number of correct words per minute on familiar passages, and a consistent reduction in errors across participants on familiar and unfamiliar passages. The average effect size (percent of non-overlapping data) across all participants was .78, suggesting that VSM may be an effective intervention for older learners, as well as for DLLs with disabilities.

Paper or Digital Text: Which Reading Medium is Best for Students with Visual Impairments?

Introduction The purpose of this study was to evaluate the differences in silent and oral reading speed, reading comprehension, and reading errors in two formats, large print paper and the iPad2, for students with visual impairments (that is, those who are blind or have low vision). Methods A single-subject alternating randomized treatment design was used with three participants. The intervention consisted of instruction on the use of an iPad. Data regarding reading speed, reading miscues, and comprehension were collected. Data were analyzed visually and descriptively. Results All participants demonstrated a slightly higher reading speed, equal comprehension rates, and decreased error rates using the iPad2 compared to paper. Discussion Results indicated that using an iPad for reading may have an effect on reading fluency and comprehension for students with low vision. Implications for practitioners Students with low vision, particularly those with more severe vision loss, may benefit from the use of electronic tablets that allow one to adjust font size, style, color, and contrast. Users should be taught how to manipulate the visual display of text and be allowed time to adjust to an electronic medium.

Comparison of Oral Reading Errors between Contextual Sentences and Random Words among Schoolchildren

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.

Patterns of Strengths and Weaknesses on the WISC-V, DAS-II, and KABC-II and Their Relationship to Students’ Errors in Oral Language, Reading, Writing, Spelling, and Math

This study investigated the relationship between specific cognitive patterns of strengths and weaknesses and the errors children make on oral language, reading, writing, spelling, and math subtests from the Kaufman Test of Educational Achievement–Third Edition (KTEA-3). Participants with scores from the KTEA-3 and either the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V), Differential Ability Scales–Second Edition (DAS-II), or Kaufman Assessment Battery for Children–Second Edition (KABC-II) were selected based on their profile of scores. Error factor scores for the oral and written language tests were compared for three groups: High Gc paired with low processing speed, long-term memory, and/or reasoning abilities; Low Gc paired with high speed, memory, and/or reasoning; and Low orthographic and/or phonological processing. Error factor scores for the math tests were compared for three groups: High Gc profile; High Gf paired with low processing speed and/or long-term memory; and Low Gf paired with high processing speed and/or long-term memory. Results indicated a difference in Oral Expression and Written Expression error factor scores between the group with High Gc paired with low processing speed, long-term memory, and/or reasoning abilities; and the group with Low Gc paired with high speed, memory, and/or reasoning.

Analisis Episode Kesalahan Membaca Nyaring di Sekolah Dasar

The purpose of this study was to analyze oral reading error episode in the elementary school, consisting of reading error, reaction of the reader, and feedback of the teacher. The subjects were teachers and students of the second and third grade of SDN Deresan 1 and SDN Ungaran 1, Yogyakarta. The data were collected by observing and recording oral reading activities. Descriptive statistical technique and loglinsar technique were employed to analyze data. It was found that the biggest number of oral reading error type was hesitancy. The biggest number of the sutdent's reaction toward their error was to stop for a moment, and the biggest number of interactions between class and oral reading error, class and students' reaction, school and teachers' feedback, and class and teachers' feedback

Using Repeated Reading to Improve Reading Speed and Comprehension in Students with Visual Impairments

Introduction This study evaluated whether children with visual impairments who receive repeated reading instruction exhibit an increase in their oral reading rate and comprehension and a decrease in oral reading error rates. Methods A single-subject, changing-criterion design replicated across three participants was used to demonstrate the association between a repeated reading intervention and the oral reading rate, comprehension, and error rate. Results Visual analysis of the data indicates that there was a functional relation between repeated reading and oral reading rate for two participants, and a functional relation between repeated reading and comprehension for all participants. There was not a functional relation between repeated oral reading and error rate. Discussion Based on the results of this study, repeated reading appears to be an effective practice for some students with visual impairments. Implications for practitioners Teachers and parents can engage children in repeated reading activities in an effort to develop automaticity in reading and to improve oral reading rates.

Assessments of reading comprehension: Different measures, different explanatory variables and achievement

This study investigates the reading achievement of 69 Portuguese fourth graders on national (NA) and international (PIRLS) assessments and its relation to reading skills in the following areas: phonological awareness, word recognition, fluency, accuracy, and types of oral reading errors. Data analysis was conducted using regression and t-tests for dependent samples. Results indicate that in the NA reading accuracy and vocabulary knowledge predict reading comprehension. In PIRLS, vocabulary knowledge and non-meaning changing errors explain the variance in reading scores. Performance in the NA was significantly higher than in PIRLS and, in this test, students scored significantly lower on questions that require interpreting and evaluating text than on literal questions. Differences in test design and implications for monitoring educational outcomes are discussed.

The Relationship of Error Rate and Comprehension in Second and Third Grade Oral Reading Fluency

This study explored the relationships of oral reading speed and error rate on comprehension with second and third grade students with identified reading risk. The study included 920 second and 974 third graders. Results found a significant relationship between error rate, oral reading fluency, and reading comprehension performance, and grade-specific guidelines for appropriate error rate levels. Low reading fluency and high error rates predicted the level of passage comprehension performance. For both second and third grade students, fall assessment error rate predicted comprehension performance. The acceptable third grade error rate cut point was 14%. Instructional implication are discussed.

How prior knowledge affects word identification and comprehension

While prior knowledge of a passage topic is known to facilitate comprehension, little is known about how it affects word identification. We examined oral reading errors in good and poor readers when reading a passage where they either had prior knowledge of the passage topic or did not. Children who had prior knowledge of the topic were matched on decoding skill to children who did not know the topic so that the groups differed only on knowledge of the passage topic. Prior knowledge of the passage topic was found to significantly increase fluency and reduce reading errors, especially errors based on graphic information, in poor readers. Two possible mechanisms of how prior knowledge might operate to facilitate word identification were evaluated using the pattern of error types, as was the relationship of errors to comprehension. Implications of knowledge effects for assessment and educational policy are discussed.

Semantic typicality effects in acquired dyslexia: Evidence for semantic impairment in deep dyslexia

Background: Acquired deep dyslexia is characterised by impairment in grapheme-phoneme conversion and production of semantic errors in oral reading. Several theories have attempted to explain the production of semantic errors in deep dyslexia, some proposing that they arise from impairments in both grapheme-phoneme and lexical-semantic processing, and others proposing that such errors stem from a deficit in phonological production. Whereas both views have gained some acceptance, the limited evidence available does not clearly eliminate the possibility that semantic errors arise from a lexical-semantic input-processing deficit. Aims: To investigate semantic processing in deep dyslexia this study examined the typicality effect in deep dyslexic individuals, phonological dyslexic individuals, and controls using an online category verification paradigm. This task requires explicit semantic access without speech production, focusing observation on semantic processing from written or spoken input. Methods & Procedures: To examine the locus of semantic impairment, the task was administered in visual and auditory modalities with reaction time as the primary dependent measure. Nine controls, six phonological dyslexic participants, and five deep dyslexic participants completed the study. Outcomes & Results: Controls and phonological dyslexic participants demonstrated a typicality effect in both modalities, while deep dyslexic participants did not demonstrate a typicality effect in either modality. Conclusions: These findings suggest that deep dyslexia is associated with a semantic processing deficit. Although this does not rule out the possibility of concomitant deficits in other modules of lexical-semantic processing, this finding suggests a direction for treatment of deep dyslexia focused on semantic processing.

Do deep dyslexia, dysphasia and dysgraphia share a common phonological impairment?

This study directly compared four patients who, to varying degrees, showed the characteristics of deep dyslexia, dysphasia and/or dysgraphia—i.e., they made semantic errors in oral reading, repetition and/or spelling to dictation. The “primary systems” hypothesis proposes that these different conditions result from severe impairment to a common phonological system, rather than damage to task-specific mechanisms (i.e. grapheme-phoneme conversion). By this view, deep dyslexic/dysphasic patients should show overlapping deficits but previous studies have not directly compared them. All four patients in the current study showed poor phonological production across different tasks, including repetition, reading aloud and spoken picture naming, in line with the primary systems hypothesis. They also showed severe deficits in tasks that required the manipulation of phonology, such as phoneme addition and deletion. Some of the characteristics of the deep syndromes – namely lexicality and imageability effects – were typically observed in all of the tasks, regardless of whether semantic errors occurred or not, suggesting that the patients’ phonological deficits impacted on repetition, reading aloud and spelling to dictation in similar ways. Differences between the syndromes were accounted for by variation in other primary systems—particularly auditory processing. Deep dysphasic symptoms occurred when the impact of phonological input on spoken output was disrupted or reduced, either as a result of auditory/phonological impairment, or for patients with good phonological input analysis, when repetition was delayed. ‘Deep’ disorders of reading aloud, repetition and spelling can therefore be explained in terms of damage to interacting primary systems such as phonology, semantics and vision, with phonology playing a critical role.

The Effects of Alternate Forms of Performance Feedback on Elementary-Aged Students’ Oral Reading Fluency

Within the context of a brief experimental design, the current study examined the effects of providing two different types of performance feedback, performance feedback on words read correctly (PFWC) and performance feedback on words read incorrectly (PFWI), on the oral reading fluency of six elementary-aged students. For all of the participants, PFWI resulted in higher levels of oral reading fluency than PFWC. In addition, for a majority of the participants, PFWC resulted in lower levels of oral reading errors than PFWI. These results suggest that providing students with performance feedback on the number or words read correctly may enhance the reading fluency of students experiencing reading difficulties. The implications of these results for intervention selection are discussed.

A Reading Instruction Intervention Program for English-Language Learners Who Are Struggling Readers

We used a multiple baseline across students design to evaluate the effects of an intervention program consisting of vocabulary instruction, error correction, and fluency building on oral reading rate and comprehension of five English-language learners who were struggling readers in a primary school. During the first intervention condition (new passage each session), the first author (a) explained the meanings of new vocabulary words from the session's passage, used each vocabulary word in a sentence, and asked the learner to use each word in a sentence; (b) corrected oral reading errors during the learner's initial oral reading of the passage; (c) asked the learner to read the passage as fast as she or he could for three consecutive trials; and (d) asked five literal comprehension questions about the passage. The same procedures were used during the second intervention condition (same passage to criterion), except the same passage was used across sessions until the learner reached a predetermined number of words read correctly per minute. During the new passage each session condition, the oral reading rate of all five learners showed marked improvements over their performance during baseline. During the same passage to criterion condition, four of five learners reached the predetermined fluency criterion of 100 correct words per minute. The mean number of comprehension questions answered correctly per session was notably higher during both intervention conditions than during baseline.

Grammatical Ability and its Relationship With Grammatically Appropriate Oral Reading Errors

Grammatical Ability and its Relationship With Grammatically Appropriate Oral Reading Errors

Dyslexia and oral reading errors

Thomson was the first of very few researchers to have studied oral reading errors as a means of addressing the question: Are dyslexic readers different to other readers? Using the Neale Analysis of Reading Ability and Goodman's taxonomy of oral reading errors, Thomson concluded that dyslexic readers are different, but he found that they do not resemble beginning readers. Thomson's study and his use of miscue analysis is re‐evaluated, both in relation to the educational and political climate of the time – which was hostile to the concept of dyslexia – and in the light of research and social developments since then. The study of oral reading still has value today, both for the teacher and the researcher, provided its limitations as a technique are fully appreciated.

Anomic Alexia of Kanji in a Patient with Anomic Aphasia

The ability to read aloud kanji (logogram) words and to comprehend their meaning was systematically examined to clarify the underlying mechanism of kanji alexia in a patient with anomic aphasia. Confrontation naming, reading aloud and reading comprehension tasks were performed using 110 words from 11 semantic categories written in kanji or kana. Performance in oral reading of kanji words was significantly worse than oral reading of the same words transcribed into kana words. In addition, for kanji words reading aloud was much worse than reading comprehension. Oral reading of kanji words had a significant correlation with naming pictures corresponding to the words, but no correlation with comprehension of kanji words. Qualitative analyses demonstrated that errors in oral reading and naming tasks had many features in common. Our results indicated that some common mechanisms underlie both naming and oral reading of kanji words. We propose calling this type of alexia “anomic alexia of kanji”, which should be distinguished from kanji alexia with difficulty in both reading aloud and comprehension. Lesions in our patient were located in the middle part of the left middle temporal gyrus and its subcortical area, which could be important for access to the phonological lexicon from semantics.

Parent Scaffolding in Children's Oral Reading

Parent coaching strategies during shared book reading were analysed according to the principles of scaffolding in a sample of 46 parent-child dyads during the latter half of grade one. The ways that parents responded to each of a child's oral reading errors or miscues were coded into levels of assistance that reflected increasing support at each successive level. In addition children's attempts at rereading miscued words were coded as successful or not. Parents often provided a string of feedback clues and analyses revealed that the level of support parents provided shifted up or increased when their child was unsuccessful in rereading a word after feedback. With increasing level of parental support children's success in rereading misread words increased. Moreover, children with weaker word recognition skill were offered feedback at higher levels of support by their parents. These results demonstrate how parents and children co-construct the feedback that parents provide when listening to their children read and the sensitivity on the part of parents to children's reading performance.

Miscue Analysis in School-Age Children

It has been suggested that children who have trouble learning to read may use less effective decoding strategies than children who learn to read typically. The present investigation examined reading miscues (errors) made by typically developing children and children who demonstrated below-average language and reading abilities to answer the following questions: (a) Do typically developing children and children with below-average language and reading skills evidence similar types of miscues while reading aloud? (b) Do typically developing children make more grapho-phonemically similar errors (in which the error resembles the text word in two or more phonemes) and more nonsense-word errors than children with below-average language and reading ability and, (c) What is the relationship between the nature of reading miscues and comprehension performance? Results suggested that typically developing children made more miscues that preserved the meaning of the text than children with below-average language and reading abilities. Groups were equally likely to make errors that were grapho-phonemically similar and/or nonsense words. Comprehension performance for both groups was best predicted by omission of content words and phonologically similar real-word errors that maintained the meaning of the text. Analysis of oral-reading errors may be useful in prescribing specific intervention to improve automaticity and efficiency in reading for children with language-learning disorders.