ERIC Number: ED071068
Record Type: RIE
Publication Date: 1972-Sep
Reference Count: 0
A Psycholinguistic Analysis of Oral Reading Errors Made by Good, Average, and Poor Readers.
Coomber, James Elwood
Thirty third graders, divided into three equal groups, were used to determine the extent to which good, average, and poor readers depend upon two types of reading cues--Graphic features of word and of context. To hold error quantity differences constant, materials were chosen at different levels of vocabulary and syntactic difficulty. Each subject began reading first-grade level materials and continued through increasingly difficult readings until he made over twenty errors for every one hundred words he read. Errors were scrutinized for graphic-phonetic and syntactic resemblance to printed word, subject's dependence on grapheme-phoneme relationships, and location of error in response. Awareness of syntax was measured by an evaluation of the appropriateness of substitution errors to sentences in which they occurred and by an analysis of the position of errors in phrases. Conformity of multiword repetitions to phrase structure grammar was also noted. Results revealed that on longer words the good readers were more likely to err with a word that matched the stimulus in both initial and final positions. Syntactic measures revealed a high sensitivity to sentence structure. It was concluded that the readers were distinguished by differences in processing graphemes. (This document previously announced as ED 067 613.) (Author/HS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.