View in EDS

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

Saved in:
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED135129
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED135129
AccessLevel: 3
PubType: Conference
PubTypeId: conference
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Psycholinguistic Analysis of Oral Reading Errors of Children with Learning Disabilities.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mitchell%2C+Carol%22">Mitchell, Carol</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 28
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1976
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Miscue+Analysis%22">Miscue Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Reading%22">Oral Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Psycholinguistics%22">Psycholinguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Diagnosis%22">Reading Diagnosis</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulty%22">Reading Difficulty</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Processes%22">Reading Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Research%22">Reading Research</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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)
– Name: Note
  Label: Notes
  Group: Note
  Data: Paper presented at the International Scientific Conference of IFLD (3rd, Montreal, Canada, August 9-13, 1976)
– Name: CodeSource
  Label: Journal Code
  Group: SrcInfo
  Data: <searchLink fieldCode="JC" term="%22RIEJUL1977%22">RIEJUL1977</searchLink>
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1977
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED135129
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED135129
RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 28
    Subjects:
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Intermediate Grades
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Miscue Analysis
        Type: general
      – SubjectFull: Oral Reading
        Type: general
      – SubjectFull: Psycholinguistics
        Type: general
      – SubjectFull: Reading Diagnosis
        Type: general
      – SubjectFull: Reading Difficulty
        Type: general
      – SubjectFull: Reading Processes
        Type: general
      – SubjectFull: Reading Research
        Type: general
    Titles:
      – TitleFull: A Psycholinguistic Analysis of Oral Reading Errors of Children with Learning Disabilities.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mitchell, Carol
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 1976
ResultId 1