Becoming an Independent Reader: Problem Solving during Oral Reading

Abstract

Proficient readers (N = 11, aged 5.8-6.2) were observed while reading word lists & passages. Word identification tests were administered before & after the reading. Reading errors were analyzed according to (1) contextually appropriate/inappropriate substitutions vs omissions, & (2) the graphic acceptability of the substitutions. Behaviors observed during Ss' encounters with new words were classified (six categories). Ss were questioned about problem-solving strategies used during reading. It is concluded that Ss used anticipation (based on syntax & semantics) & word analysis strategies in dealing with new words in context but that the strategies were used complementarily & perhaps interdependently across successive occasions. 2 Tables, 1 Figure, 17 References. I. Kocher