Loud Reading Errors of Third Grade Students in Irbid Governorate and their Relationship to Some Variables

Abstract

This study aims at describing and analyzing the loud
reading errors as committed by third grade students. Moreover, the
study investigates the reading strategies used by these students and
the extent to which they master the language systems (graphophonic,
syntactic and semantic). The sample of the study consisted of 22
randomly selected students of both genders from the governorate of
Irbid in the second semester 2008/2009. Using the Reading Miscue
Inventory (RMI) model developed by Goodman and Burke (1972), the
study indicated that the most common types of reading errors
committed were substitution, followed by omission and then insertion.
The results showed that there were no gender-related statisticallysignificant
differences (α=0.05) in the students' reading errors.
Moreover, the students' usage of any of the reading strategies was
below the level expected by RMI. There were statistically significant
differences in the nature of the students' errors reflected to the
mother's work.