We can learn a lot about a reader's processing
from the errors that are made.
Below are examples of errors that readers make. In the literature, there
may be more than one label for one type of error and the recording of
the error may also vary to a degree. Generally, the error will be represented
with the reader's error on top of the correct word found in the text.
- Substitution: The readers substitutes a
different word for the text word. For example the reader says come
instead of the text word, came. The error is represented with
the word come over the word came.
- Omission: The reader skips or fails to read
a word. The error is represented with a slash mark over the unread text
word.
- Insertion: The reader inserts a word that
is not in the text. The error is represented with the inserted word
over a slash.
- Told: The word is supplied to the reader.
The error is represented with a uppercase T, placed beside
the supplied text word.
- Appeal: The reader stops reading and asks
the teacher in some way to supply the word. This error is represented
by an uppercase A located above the text word that the reader
wants supplied.
- Try That Again: The reader becomes lost
in confusion and is prompted to try a certain portion of the text again.
This error is usually represented by an uppercase TTA written
beside the text word where the prompt was made.
- Repetition or Rereading: The student rereads
a word or phrase. This is not normally considered an error unless it
occurs too frequently.
- Self-Corrections: The reader makes an error
but then corrects the error with no outside prompts to do so. This error
is represented by writing an uppercase SC beside the error.
Like a repetition, a self-correction is not considered to be an error,
but instead is recorded as a self-correction. Like errors, self-corrections
provide important information about the reading process.
|
|
