Instability of word reading errors of typical and poor readers

2017 ◽  
Vol 20 (2) ◽  
pp. 147-169
Author(s):  
Esther G. Steenbeek-Planting ◽  
Wim H. J. van Bon ◽  
Robert Schreuder
Keyword(s):  
Word Frequency ◽  
Word Reading ◽  
First Graders ◽  
Second Graders ◽  
Reading Level ◽  
Poor Readers ◽  
Typically Developing ◽  
Reading Competence ◽  
Reading Errors ◽  
Word Characteristics

Abstract We examined the instability of reading errors, that is whether a child reads the same word sometimes correctly and sometimes incorrectly, and whether typical readers differ in their instability from poor readers. With an interval of a few days, Dutch CVC words were read twice by typically developing first and second graders and reading-level matched poor readers. Error instability was considerable and second graders produced more unstable errors than first graders. Poor readers did not differ from typical readers, suggesting a developmental lag for poor readers. Of the word characteristics studied, frequency was the strongest predictor: the higher word frequency, the higher error instability. Our study indicates that error instability can be considered as an indicator of the transition from incompetence to reading competence.

A Reading Level Match Study of Nonword Reading Skills in Poor Readers with Varying IQ

1992 ◽  
Vol 25 (5) ◽  
pp. 318-326 ◽  
Author(s):  
Rebecca H. Felton ◽  
Frank B. Wood
Keyword(s):  
Reading Skills ◽  
Word Identification ◽  
First Graders ◽  
Reading Level ◽  
Intellectual Ability ◽  
Poor Readers ◽  
Fifth Grade ◽  
Verbal Intelligence ◽  
Verbal Iq ◽  
Nonword Reading

This study evaluated the hypothesis that poor readers are characterized by poor nonword reading skills, but that a specific deficit, as opposed to a developmental lag, in nonword reading will be found only in subjects whose reading is discrepant from intellectual ability. To test this hypothesis, we measured nonword reading skills in 93 (64 male, 29 female) third-grade poor readers and 54 (37 male, 17 female) fifth-grade poor readers (with and without reading/IQ discrepancies) who were matched to 147 (81 male, 66 female) nondisabled first graders on word identification skills. Results showed third- and fifth-grade poor readers to be significantly more impaired than word-identification level match first graders on all measures on nonword reading. These findings were not related to the verbal IQ level within the poor reader groups and, thus, provide strong evidence for a deficit in nonword reading skills that is not explained by verbal intelligence.

scholarly journals Effects of word length and wordlikeness on pseudoword repetition by poor and normal readers

1997 ◽  
Vol 18 (1) ◽  
pp. 101-114 ◽  
Author(s):  
Wim H. J. Van Bon ◽  
Judith M. L. Van Der Pijl
Keyword(s):  
Basic Problem ◽  
Word Reading ◽  
Second Graders ◽  
Reading Test ◽  
Poor Readers ◽  
Group Differences ◽  
Statistical Correction ◽  
Reader Group ◽  
Subvocal Rehearsal ◽  
Phoneme Detection

ABSTRACTThis Study investigated whether the pseudoword repetition difference between poor and normal readers could be explained by differences in memory for verbal materials or in familiarity with the composition of verbal materials. Dutch second graders and poor readers scoring in the same range on a word-reading test repeated pseudowords that varied in length and wordlikeness. The pseudoword repetition deficit of poor readers reported in the literature was replicated. Although the repetition scores were influenced by pseudoword length and wordlikeness, no interaction with reader group was found, thus indicating that neither variable represented a causal factor in the poor readers' repetition deficit. Statistical correction for reader group differences on a phoneme detection task and an auditory discrimination task made the pseudoword repetition difference disappear. We conclude that the basic problem is unlikely to be with subvocal rehearsal, and that the cause of the repetition deficit is already operative in early, perceptual stages of processing.

Pseudoword reading errors of poor, dyslexic, and normally achieving readers on multisyllable pseudowords

1996 ◽  
Vol 17 (2) ◽  
pp. 215-232 ◽  
Author(s):  
Naomi Frankel Tal ◽  
Linda S. Siegel
Keyword(s):  
Oral Reading ◽  
Phonological Processing ◽  
Reading Level ◽  
Poor Readers ◽  
Normally Achieving ◽  
Word Attack ◽  
Reading Errors ◽  
Pseudoword Reading ◽  
The Disabled ◽  
Disabled Readers

ABSTRACTThis study examined the pseudoword reading strategies of dyslexic readers (i.e., children whose reading was significantly lower than predicted by their IQ score) and poor readers (i.e., children whose reading scores were consistent with their lower IQ scores). The disabled readers were grouped according to their reading grade level and were compared with reading level matched, normally achieving readers. The reading performance on a test of pseudoword reading (Woodcock Word Attack Subtest) for the three groups (dyslexic, poor, and normal readers) was analyzed according to the type of error committed. The performance of dyslexic and poor readers was virtually indistinguishable at both reading grade levels 2–3 and 4–5. There was very little difference among dyslexic, poor, and normally achieving readers in the types of errors made. Nearly 50010 of all the oral reading errors of all three groups were vowel substitutions, followed by consonant substitution and deletion and insertion errors. Sequential, reversal, and word substitution errors were committed infrequently for all three reader groups. The findings failed to support the existence of a critical phonological processing difference between IQ reading- discrepant and IQ reading-nondiscrepant disabled readers and suggest that disabled readers lag behind normally achieving readers in phonological decoding skills.

Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin Reading and the Shared Book Experience

1996 ◽  
Vol 28 (2) ◽  
pp. 201-225 ◽  
Author(s):  
J. Lloyd Eldredge ◽  
D. Ray Reutzel ◽  
Paul M. Hollingsworth
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Experimental Studies ◽  
Second Graders ◽  
Round Robin ◽  
Shared Reading ◽  
Book Reading ◽  
Reading Practices ◽  
Basal Readers ◽  
Reading Errors

This study compared the effectiveness of two oral reading practices on second graders' reading growth: shared book reading and round-robin reading. The results indicated that the Shared Book Experience was superior to round-robin reading in reducing young children's oral reading errors, improving their reading fluency, increasing their vocabulary acquisition, and improving their reading comprehension. An analysis of the primary-grade basal readers submitted for adoption in 1993 revealed that most had incorporated “shared reading” into their instructional designs. Before “shared reading,” the common practice was “individual reading,” and although the authors of basals did not recommend it, round-robin oral reading was widely used. Although the Shared Book Experience had been widely used in schools prior to its inclusion in basal designs, there were no experimental studies supporting it. The findings of this study are discussed and related to these classroom practices and trends.

Examining Factors That Predict Arabic Word Reading in First and Second Graders

2021 ◽  
pp. 1-16
Author(s):  
Elsayed E. A. Hassanein ◽  
Evelyn S. Johnson ◽  
Yousef M. Alshaboul ◽  
Sayed R. Ibrahim ◽  
Ahmed M. Megreya
Keyword(s):  
Word Reading ◽  
Second Graders ◽  
Arabic Word

The Impact of Reading Competence on the Ability to Take a Perspective

1979 ◽  
Vol 11 (1) ◽  
pp. 21-25 ◽  
Author(s):  
Mark Grabe ◽  
Walt Prentice
Keyword(s):  
Reading Instruction ◽  
Reading Ability ◽  
Significant Interaction ◽  
Poor Readers ◽  
Vocabulary Test ◽  
Control Groups ◽  
Good Readers ◽  
Reading Competence ◽  
The Poor ◽  
The Impact

Students grouped as good or poor readers on the basis of a vocabulary test were asked to read a story from a certain perspective or with instructions to read carefully. While the groups given a perspective recalled more information than the control groups, the most interesting results came from the significant interaction of reading ability, reading instruction and type of information. Relative to good readers in the control condition, good readers given a perspective responded with greater recall of information related to the perspective. The poor readers appeared unable or unwilling to use the perspective in differentially processing the perspective relevant sentences.

scholarly journals Components of Reading Skill in Postkindergarten Precocious Readers and Level-Matched Second Graders

1993 ◽  
Vol 25 (2) ◽  
pp. 181-208 ◽  
Author(s):  
Nancy Ewald Jackson ◽  
Gary W. Donaldson ◽  
Joseph R. Mills
Keyword(s):  
Word Reading ◽  
Word Identification ◽  
Second Graders ◽  
Second Grade ◽  
Developing Readers ◽  
Component Skills ◽  
Multiple Indicator ◽  
Text Reading ◽  
Disabled Readers ◽  
Average Readers

Precocious readers are children who have made exceptionally rapid progress in beginning literacy. This study of precocious readers was designed to describe their skills in two ways: (a) by identifying any special strengths or weaknesses in precocious readers' component skills, relative to the skills of older but less rapidly developing readers, and (b) by identifying the extent to which individual differences in the skill patterns of precocious readers are multidimensional. The cognitive, word-reading, and text-reading skills of 116 postkindergarten precocious readers were compared with those of 123 second graders, mostly above-average readers, who were matched with the precocious readers on reading comprehension level. The two groups were compared using multiple-indicator modeling techniques. The same factor pattern accounted for the performance of both groups on a set of 29 measures. Therefore, comparisons of factor mean levels and factor covariances were interpretable. No meaningful weaknesses were identified in the average skill pattern of postkindergarten precocious readers. Their strengths tended to mirror weaknesses often identified among disabled readers. Precocious readers are especially rapid text readers, and they also are accurate identifiers of individual words, able to draw on strong phonological analysis skills as well as orthographic processes. However, covariances between orthographic and phonological word identification and between oral text-reading accuracy and effectiveness were lower for precocious than for second-grade readers, suggesting a diversity of skill patterns among highly able beginning readers.

scholarly journals The influence of word frequency on word reading speed when individuals with macular diseases read text

2019 ◽  
Vol 155 ◽  
pp. 1-10 ◽  
Author(s):  
Natacha Stolowy ◽  
Aurélie Calabrèse ◽  
Lauren Sauvan ◽  
Carlos Aguilar ◽  
Thomas François ◽  
...  
Keyword(s):  
Word Frequency ◽  
Word Reading ◽  
Reading Speed ◽  
Macular Diseases

scholarly journals The Degree of Abstraction in Solving Addition and Subtraction Problems

2007 ◽  
Vol 10 (2) ◽  
pp. 285-293 ◽  
Author(s):  
Vicente Bermejo ◽  
Juan José Díaz
Keyword(s):  
Developmental Stage ◽  
Primary Education ◽  
First Graders ◽  
Fourth Grade ◽  
First Grade ◽  
Second Graders ◽  
School Grade ◽  
Levels Of Abstraction ◽  
Direct Modeling ◽  
Addition And Subtraction

In this study, the incidence of the degree of abstraction in solving addition and subtraction problems with the unknown in the first term and in the result is analyzed. Ninety-six students from first grade to fourth grade in Primary Education (24 students per grade) solved arithmetic problems with objects, drawings, algorithms, and verbal problems. The participants were interviewed individually and all sessions were video-taped. The results indicate a different developmental pattern in achievement for each school grade depending on the levels of abstraction. The influence of the level of abstraction was significant, especially in first graders, and even more so in second graders, that is, at the developmental stage in which they start to learn these arithmetic tasks. Direct modeling strategies are observed more frequently at the concrete and pictorial level, counting strategies occur at all levels of abstraction, whereas numerical fact strategies are found at higher levels of abstraction.

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