Reading errors in first- and second-grade readers of a shallow orthography: Evidence from Spanish

This study investigates differences between reflective (REF) and impulsive (IMP) second-graders in number and category of oral reading errors and their correction. Kagan's Matching Familiar Figures test (MFF) was employed in selecting extreme groups of 25 REF and 25 IMP Ss from all 166 second-graders in one midwestern city using the same second-grade basal reader for reading instruction. The Ss' oral reading and their answers to questions over two stories (of second- and third-grade readability levels) were audio-tape-recorded. Five scorers were trained to code the oral reading errors. The scores for each error category were based on the combined stories, and were means of the errors coded by the five scorers. Reliabilities of error scores ranged from .84 to .99. Results indicate: (a) more REF than IMP Ss with low error scores but insignificant differences in mean number of errors, (b) proportionately more graphically similar errors for REF than for IMP Ss but no significant differences in any other category, (c) more corrections by REF Ss overall and within the categories of graphically dissimilar errors and errors appropriate to the preceding but not the following context, (d) no significant differences between REF and IMP Ss in number of repetitions, rate of reading, nor in comprehension scores.

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They look similar, but they are different: reading two morphological structures of Hebrew nouns

First Language ◽

10.1177/014272370202206605 ◽

2002 ◽

Vol 22 (3) ◽

pp. 305-322 ◽

Cited By ~ 5

Author(s):

Rachel Schiff

Keyword(s):

Grade Level ◽

Morphological Complexity ◽

Reading Accuracy ◽

Grade Levels ◽

Shallow Orthography ◽

Reading Errors ◽

Nominal Structure ◽

Integral Role ◽

Accurate Reading ◽

Error Types

This study examined the influence of two specific Hebrew nominal morphological structures on the accurate reading of Hebrew nouns. The study also analysed and categorized the reading errors within each nominal structure. All 24 nouns in this study looked similar, inasmuch as they were all four-lettered and ended with the final vowel letter [H]. Yet they were of two different morphological structures. Twelve were feminine nominal derivations, and 12 were feminine possessive optional inflections. The focus of the study was to discern if this difference was reflected in the respondents' reading accuracy and whether grade level had any effects. In addition, error types were analysed by morphology and grade level. The results of this study show that both reading accuracy and the type of errors are affected by morphological complexity and grade level. Thus, even in a shallow orthography such as vocalized Hebrew, morphological complexity seems to play an integral role in reading accuracy and error types at different grade levels.

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Directional Confusion as a Sign of Dyslexia

Perceptual and Motor Skills ◽

10.2466/pms.1971.32.2.535 ◽

1971 ◽

Vol 32 (2) ◽

pp. 535-543 ◽

Cited By ~ 16

Author(s):

G. P. Ginsburg ◽

Ann Hartwick

Keyword(s):

School Children ◽

Second Grade ◽

Mixed Group ◽

Grade School ◽

Eye Dominance ◽

Reading Errors ◽

Left And Right ◽

Primary Reading

The concept of dyslexia is both important and ambiguous. In an effort to reduce the ambiguity of the concept, several hundred second-grade school children were tested for primary reading errors and for two non-reading characteristics often mentioned as signs of dyslexia. Through analyses based in large part on the logic of mixed-group validation (Dawes & Meehl, 1966), confusion in identification of left and right was implicated as a sign of dyslexia, and crossed hand-eye dominance was tentatively rejected as one. Thus, severe reading errors and directional confusion appear intertwined as components of dyslexia. Moreover, the study provided some support for the conceptual and practical potentials of the logic on which it was based.

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Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0603.119 ◽

1975 ◽

Vol 6 (3) ◽

pp. 119-124 ◽

Cited By ~ 3

Author(s):

Robert T. Wertz ◽

Michael D. Mead

Keyword(s):

Public School ◽

Cleft Palate ◽

Classroom Teacher ◽

First Grade ◽

Speech Disorders ◽

Third Grade ◽

Second Grade ◽

Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

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Factors Influencing Cognate Performance for Young Multilingual Children's Vocabulary: A Research Synthesis

American Journal of Speech-Language Pathology ◽

10.1044/2020_ajslp-19-00167 ◽

2020 ◽

Vol 29 (4) ◽

pp. 2170-2188

Author(s):

Lindsey R. Squires ◽

Sara J. Ohlfest ◽

Kristen E. Santoro ◽

Jennifer L. Roberts

Keyword(s):

Test Validity ◽

Reaction Times ◽

Bilingual Children ◽

Second Grade ◽

High Quality Research ◽

Word Level ◽

Research Questions ◽

Word Characteristics ◽

Study Inclusion ◽

Task Level

Purpose The purpose of this systematic review was to determine evidence of a cognate effect for young multilingual children (ages 3;0–8;11 [years;months], preschool to second grade) in terms of task-level and child-level factors that may influence cognate performance. Cognates are pairs of vocabulary words that share meaning with similar phonology and/or orthography in more than one language, such as rose – rosa (English–Spanish) or carrot – carotte (English–French). Despite the cognate advantage noted with older bilingual children and bilingual adults, there has been no systematic examination of the cognate research in young multilingual children. Method We conducted searches of multiple electronic databases and hand-searched article bibliographies for studies that examined young multilingual children's performance with cognates based on study inclusion criteria aligned to the research questions. Results The review yielded 16 articles. The majority of the studies (12/16, 75%) demonstrated a positive cognate effect for young multilingual children (measured in higher accuracy, faster reaction times, and doublet translation equivalents on cognates as compared to noncognates). However, not all bilingual children demonstrated a cognate effect. Both task-level factors (cognate definition, type of cognate task, word characteristics) and child-level factors (level of bilingualism, age) appear to influence young bilingual children's performance on cognates. Conclusions Contrary to early 1990s research, current researchers suggest that even young multilingual children may demonstrate sensitivity to cognate vocabulary words. Given the limits in study quality, more high-quality research is needed, particularly to address test validity in cognate assessments, to develop appropriate cognate definitions for children, and to refine word-level features. Only one study included a brief instruction prior to assessment, warranting cognate treatment studies as an area of future need. Supplemental Material https://doi.org/10.23641/asha.12753179

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Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

Journal of Speech and Hearing Research ◽

10.1044/jshr.1604.584 ◽

1973 ◽

Vol 16 (4) ◽

pp. 584-585 ◽

Cited By ~ 7

Author(s):

Franklin H. Silverman ◽

Dean E. Williams

Keyword(s):

Elementary School ◽

School Children ◽

Oral Reading ◽

Elementary School Children ◽

Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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Agreeableness, Conflict Resolution Tactics, and School Behavior in Second Graders

Journal of Individual Differences ◽

10.1027/1614-0001/a000199 ◽

2016 ◽

Vol 37 (3) ◽

pp. 145-151 ◽

Cited By ~ 2

Author(s):

Daniel L. Gadke ◽

Renée M. Tobin ◽

W. Joel Schneider

Keyword(s):

Conflict Resolution ◽

Problem Behaviors ◽

Second Graders ◽

Adaptive Behaviors ◽

Second Grade ◽

School Behavior ◽

Multiple Sources ◽

School Based ◽

Second Grade Students ◽

Negotiation Tactics

Abstract. This study examined the association between Agreeableness and children’s selection of conflict resolution tactics and their overt behaviors at school. A total of 157 second graders responded to a series of conflict resolution vignettes and were observed three times during physical education classes at school. We hypothesized that Agreeableness would be inversely related to the endorsement of power assertion tactics and to displays of problem behaviors, and positively related to the endorsement of negotiation tactics and to displays of adaptive behaviors. Consistent with hypotheses, Agreeableness was inversely related to power assertion tactics and to displays of off-task, disruptive, and verbally aggressive behaviors. There was no evidence that Agreeableness was related to more socially sophisticated responses to conflict, such as negotiation, with our sample of second grade students; however, it was related to displays of adaptive behaviors, specifically on-task behaviors. Limitations, including potential reactivity effects and the restriction of observational data collection to one school-based setting, are discussed. Future researchers are encouraged to collect data from multiple sources in more than one setting over time.

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