Correction behavior of good and poor readers

Abstract

Abstract The purpose of this research was to quantitatively and qualitatively examine differences in corrected substitutions made in oral reading by good and poor readers. Two groups of students in grades 4–8 were randomly selected; good readers (N=60) and poor readers (N = 60) reading one or more years above and below grade level, respectively. Corrected substitutions made in oral reading samples at instructional and frustration levels were identified. Corrections were analyzed for graphophonemic, syntactic, and semantic acceptability. Findings indicated that good readers corrected higher percentages of miscues than did poor readers. Poor readers relied more heavily on graphophonemics to make corrections than did good readers. There were generally small differences between both groups’ use of semantics and syntax to make corrections except as material increased in difficulty. Information reported here suggests a need for additional research in correction behavior.