Instability of word reading errors of typical and poor readers

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...

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Bibliographic Details
Published in:Written language and literacy 2017-01, Vol.20 (2), p.147-169
Main Authors: Steenbeek-Planting, Esther G., van Bon, Wim H. J., Schreuder, Robert
Format: Article
Language:English
Subjects:
Decoding
Dutch language
Elementary school students
Error analysis
Orthography
Reading acquisition
Reading disabilities
Word frequency
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Summary: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.
ISSN:1387-6732
1570-6001
DOI:10.1075/wll.00002.ste