Characteristics of oral reading fluency in 3rd and 4th grade students at risk for reading or language disorders: Miscue analysis

Characteristics of oral reading fluency in 3rd and 4th grade students at risk for reading or language disorders: Miscue analysis

First Author: Bhu Ja Chung -- Chosun University, Department of Speech-Language Pathology
Additional authors/chairs: 
Mihye Park
Keywords: Reading fluency, Language impairment, Reading disability, miscues
Abstract / Summary: 

Purpose. Reading fluency is known as a key link between word recognition and comprehension. Difficulty in reading fluency might result in the limitations of cognitive resources of readers to devote reading comprehension. The purpose of this study was to investigate the characteristics of oral reading fluency and identify patterns of miscues in three groups of 3rd and 4th grade Korean students: (a) typically developing students (TD), (b) students at risk for reading disorders (RD), and (c) students at risk for language disorders (LD). Method. A total of forty-nine students (fifteen TD, fourteen RD, and fifteen LD) performed a standardized passage level reading fluency test in Korean. The investigated variables were speed and accuracy of the performance as well as patterns of oral miscues in three linguistic areas: phonological, semantic, and morphosyntactic areas. The total frequencies and percentages of miscue patterns such as substitution, insertion, omission, and self-correction were also examined and compared between groups. Results. Firstly, the results showed that, for both speed and accuracy, RD group’s performance was significantly lower than TD group. Secondly, both RD and LD groups made significantly more errors than TD groups in all three linguistic areas. Lastly, different error patterns were found between groups. RD displayed significantly higher rate of phonological insertion and omission errors. LD group added more morphsyntactic errors than RD and TD groups. Conclusions. Further research on miscue analysis would be to investigate the different measures of reading fluency and the relations of cognitive ability and comprehension skills.