Listener Ability to Identify Reading Errors at Various Reading Rates
Dr. Carol Christy.
Reading rate, the number of words per minute a reader produces correctly, has been identified by some reading researchers as an adequate measure of student reading progress across grade levels (Hasbrouck, 2003; Shinn, 2003). The reader is presented with a short passage that has not been seen before and is asked to read orally while an assessor marks any errors made by the student and times the session. Then the assessor’s marked text is used to count the number of words the student reads correctly and divided by the elapsed time to find the number of words read per minute. This number increases with grade level as does the complexity of text and lexicon. In current practice this assessment allows the assessor to hear the student read the text one time only.
The project reported here asked assessors to view videotapes of students reading at various rates and skill levels, and identify the reading rate. The accuracy of the marked texts will be evaluated by comparing each analysis to a standard. It is the hypothesis of the author that these analyses will be found to be inaccurate based on the assumption that it is difficult to attend to a copy of the written text, the child reading, the marking of errors, and accurately timing the process simultaneously.
Dr. Carol Christy (United States)
Associate Professor of Education
Teaching, Learning and Leadership College of Education
University of Idaho
Dr. Christy has lived and worked in many areas of the world. She has extensive experience in literacy and mathematics education as well as music. She is currently a literacy education specialist at the University of Idaho.
(Virtual Presentation, English)