In two eye-tracking experiments, we investigated the processing of information about phonological consistency of Chinese phonograms during sentence reading. In Experiment 1, we adopted the error disruption paradigm in silent reading and found significant effects of phonological consistency and homophony in the foveal vision, but only in a late…

Quantifying the decoding difficulty (i.e., 'decodability') of text is important for accurately matching young readers to appropriate text and scaffolding reading development. Since no easily accessible, quantitative, word-level metric of decodability exists, we developed a decoding measure (DM) that can be calculated via a web-based scoring…

In 4 naming experiments we investigated how Italian readers assign stress to pseudowords. We assessed whether participants assign stress following distributional information such as stress neighborhood (the proportion and number of existent words sharing orthographic ending and stress pattern) and whether such distributional information affects…

It is well documented that ELLs face significant challenges as they develop literacy skills in their second language (NCES, 2007, 2011). This population is diverse and growing rapidly in Massachusetts and across the nation (Massachusetts Department of Elementary and Secondary Education, 2013; NCELA, 2011; Orosco, De Schonewise, De Onis, Klingner,…

As children progress, they want their responses to make sense and they learn to use strategies based on meaning and language. (JM)

The nature and extent of errors in the oral language of pupils in elementary and secondary school years was investigated. One hundred and eighty subjects were selected from public schools and were administered the Experimental Form B of the new Gray Oral Reading Test. Obtained data were analyzed with descriptive techniques and tests of statistical…

Analyzes oral reading errors made by 20 children during their second year of formal reading instruction. (JM)

Indicates that a teacher's responses to errors made by students in oral reading are related to that teacher's theoretical orientation as well as to the type of error made. (HOD)

Some oral reading errors were found to be more significant than others in evaluating a pupil's performance in reading at six comprehension levels. The percentage of seven kinds of errors (pronunciation, mispronunciation, omission, substitution, addition, repetition, and punctuation) was computed to the levels of reading comprehension for good,…

Reviews research on the possible roles that errors might play in learning to read. Contrasts a productive view of errors with the view that errors are problematic to instruction, stating that the two are compatible. Concludes that errors can have both a generative and an inhibiting function depending upon instructional conditions. (GEA)

Reveals striking differences between the characteristics of oral reading errors made to content and function words: Content word errors tended to be graphically similar but contextually unacceptable, whereas the reverse was true for function word errors. Argues that some errors are better viewed not as errors in word recognition but as…

Concludes that there is no adequate support for recommending that teachers attempt to increase the incidence of a child's self-corrections when reading. (FL)

A comparison was made of the reading errors of poor second-grade readers with low scores on geometric figure-copying tests with the errors of poor readers with high scores on such tests. Results indicated quantitative but not qualitative differences in the errors made. (A A)

The purpose of this study was to investigate the differences in reading strategies between good and poor readers in the first, second, third, and fifth grades. Three patterns of students' oral reading errors were analyzed on the Gray Oral Reading test. For the first pattern, occurrence of visually similar and grammatically acceptable errors,…