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Reading Fluency of Elementary Students with and without Reading Disabilities : Reading Developmental Patterns and Error Patterns

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2010, 11(4), pp.323-344
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Ae-Hwa Kim 1 박성희 1

1단국대학교

Accredited

ABSTRACT

The purpose of this study was to compare the reading fluency(reading developmental patterns and error patterns) of elementary students with and without reading disabilities. A total of 55 elementary students with and without reading disabilities participated in reading fluency tests. Developmental patterns of reading fluency across grades and the types of errors were analyzed. Major results are summed up as follows. First, reading fluency results showed significant differences in all the two tests. Second, as the result of analyzing the errors from word-level perspective, the replacement errors appeared most frequently. Third, as the result of analyzing the errors from word-level perspective, students tended to replace words with words that had another meaning rather than changing it into nonwords. Forth, as for the rates of errors by phonological change rules, students with reading disabilities were much higher than students without reading disabilities. Fifth, as the result of analyzing the errors from text-level perspective, the second-grade students with and without reading disabilities showed the more errors that did not make sense than the errors that retained the meaning of the sentence. However, the fourth-grader students with and without reading disabilities showed more errors that retained the meaning of the sentence than the errors that did not make sense. And based on such results, the characteristics of reading fluency and similarities and differences in both groups were discussed.

Citation status

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