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A Psycholinguistic Analysis of Oral Reading Errors of Children with Learning Disabilities.

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Bibliographic Details
Title: A Psycholinguistic Analysis of Oral Reading Errors of Children with Learning Disabilities.
Authors: Mitchell, Carol
Peer Reviewed: N
Page Count: 28
Publication Date: 1976
Document Type: Speeches/Meeting Papers
Descriptors: Cognitive Processes, Elementary Education, Intermediate Grades, Learning Disabilities, Miscue Analysis, Oral Reading, Psycholinguistics, Reading Diagnosis, Reading Difficulty, Reading Processes, Reading Research
Abstract: Oral reading errors of 10 learning disabled children (9-11 years old) were examined in order to describe the type of errors, the use of graphic, syntactic, and semantic information, and the implementation of correction strategies. Tape recordings were made of individual oral reading sessions, and errors were classified according to substitution, omission, insertion, reversal, and complex combination. Results indicated that Ss used graphic, syntactic, and semantic information for reading in a manner consistent with previous research findings on children with no reading difficulties. Findings suggested the possibility of using analysis of oral reading errors as a diagnostic tool for learning disabled students. (CL)
Notes: Paper presented at the International Scientific Conference of IFLD (3rd, Montreal, Canada, August 9-13, 1976)
Journal Code: RIEJUL1977
Entry Date: 1977
Accession Number: ED135129
Database: ERIC
Description
Abstract:Oral reading errors of 10 learning disabled children (9-11 years old) were examined in order to describe the type of errors, the use of graphic, syntactic, and semantic information, and the implementation of correction strategies. Tape recordings were made of individual oral reading sessions, and errors were classified according to substitution, omission, insertion, reversal, and complex combination. Results indicated that Ss used graphic, syntactic, and semantic information for reading in a manner consistent with previous research findings on children with no reading difficulties. Findings suggested the possibility of using analysis of oral reading errors as a diagnostic tool for learning disabled students. (CL)