A Systematic Content Analysis of Common Reading Comprehension Errors

• In Event: Friday Roundtable Session 4:55 pm
  In Roundtable Session: Literacy Instruction Innovation in Special Education (Table 21)

Abstract

We conducted an error analysis of middle school students’ main idea statements (in response to short passages) and identified types of errors that students made. Students’ errors fell into distinct categories, such as plagiarism, irrelevant information, erroneous information, and incomplete information. We assert that each of these errors should catalyze a different type of feedback from teachers and explore ways that teachers might adapt and differentiate their literacy instruction in response. We show how various high-leverage practices (HLPs) in special education can address different types of errors and how teachers can draw on HLPs to support literacy development for both students with and without identified disabilities.

Authors

• Tara B. Johnston, York College of Pennsylvania

• Kristabel Stark, University of Vermont

• Alexandra Shelton, Johns Hopkins University

• Karen M. Omohundro, George Mason University

• Jade Wexler, University of Maryland