ERIC Number: EJ366493
Record Type: CIJE
Publication Date: 1988
Reference Count: 0
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)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Researchers; Practitioners
Authoring Institution: N/A
Note: Thematic Issue: Schoolwork and Academic Tasks.