The role of scaffolding errors in reading development
Evidence from a longitudinal and a correlational study
Bibliographic Data
| ID | 5262293 |
|---|---|
| Authors | Russell Savage (0000-0002-5645-6002, University of London), Robert Savage, Morag Stuart (0000-0002-8771-7746, University of London), Vivian Hill (0000-0003-1035-6230, University of London) |
| Year | 2001 |
| Volume | 71 |
| Issue | 1 |
| Pages | 1-13 |
| Publication date | 2001-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709901158343 |
| PMID | 11307703 |
| OpenAlex | W2028672760 |
| Language | EN |
| Citations received | 3 |
Background. Identification of patterns of early reading behaviour that predict later reading success is clearly important. Reading errors of 6-year-olds represent a source of such early assessment information, but their significance as predictors of later reading is unknown. Aims. The relationship between word reading errors at age 6 and accurate word reading at age 8 is investigated here. Samples, Methods, Results. In study 1, 44 children completed word reading tests at 6 and 8 years. 'Scaffolding errors' preserving both initial and final phonemes (e.g., ' bark' misread as ' bank'); errors preserving either initial or final phonemes (e.g., ' bark' misread as ' bed' or ' like'); distant or unrelated errors (e.g., ' bark' misread as ' can' or ' men') and non-responses were measured at age 6. Scaffolding errors were the best predictors of word reading at age 8. Study 2 investigated the correlations between word and nonsense word reading, and scaffolding errors in 30 children aged 6 years. Scaffolding errors predicted unique variance in word reading after nonword reading was entered. Conclusions. Scaffolding errors represent a significant qualitative indicator of later word reading success. Implications of findings for early identification of reading difficulties, and facilitating reading interventions are discussed
Cognitive psychology · Developmental psychology · Identification (biology) · Linguistics · Nonsense · Phonemic awareness · Reading (process) · Language Development and Disorders · Psychology · Reading and Literacy Development · Writing and Handwriting Education
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,14 |
| Citation span | 2005 - 2025 (21) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |