Reading Errors Are Only Half the Story of Reading Aloud

Listen to a child read aloud and the page tells only half the story. Across 4,446 children reading Bookbot’s English books, we counted about 36 departures from the text for every 100 words. Half were reading errors that left a word wrong. The other half (repeats, re-reads, fillers, half-started words) left the word right, and a standard fluency test does not score them as errors.

Key Findings

Stumbles are as common as mistakes. An error leaves a word wrong (“shop” for “ship”). A disfluency is a stumble on the way to the right word: repeating it, re-reading, an “um” or a half-started “b- ball”. Children made about as many of each, 17 to 18 per 100 words.
Children stumble where words get hard. Part-word starts (“b- ball”) were five times as common on long words as on short ones.
Pauses flag trouble. A word read after a half-second pause was misread 21% of the time, against 14% after a shorter gap.
Sound slips gather at word ends and in vowels.
It can be measured at scale. A speech recognition system that keeps partial words agreed with a human listener on about 9 in 10 of the commonest events.

The recordings lean toward harder reading, so these rates describe; they are not norms.

Why We Counted

Reading miscue analysis is usually done by hand, and hand-coded studies are small. Nguyen, Del Tufo and Cutting (2020) coded the miscues of 82 children; Miller and Schwanenflugel (2008) followed the pauses of 92. Standard scoring narrows the view further: DIBELS ignores repetitions and inserted words and scores a quick self-correction as correct (University of Oregon, 2026), so most reading disfluency is never scored as an error.

How We Measured Reading Errors

Standard speech recognition tidies speech into clean words and drops partial words and fillers. We developed a speech recognition system for children’s oral reading that also keeps partial words (“c-”), repetitions and fillers, aiming for a verbatim transcript.

Each transcript was then aligned word by word against the book’s text. The alignment allows for partial pages, re-reading, skipping, contractions and split words. Homophones count as correct, since the spelling is the transcriber’s. Each book word’s last reading is its outcome; an earlier wrong reading of the same word is a self-correction.

Every remaining difference was classified. Substitutions are sorted by how alike the two words are in spelling and sound, using a children’s pronunciation dictionary. Repetitions and self-corrections are identified from what the child said around them, and each partial word is tied to the word it starts. Pause lengths come from forced alignment, which times each word in the audio.

Rates are per 100 book words attempted, from the first to the last book word a recording reached, omissions included. Words cut off at a recording’s end are not counted against the child.

We checked 147 recordings by ear; for the commonest kinds, about 9 in 10 transcribed events were confirmed. The recordings analyzed are those selected for full verbatim transcription because they were hardest to transcribe. They lean toward harder reading: children read 82% of book words correctly in them, against 94% in the remaining recordings.

Four-step method diagram: a child reads aloud, the speech recognition system writes down every word, part-word and filler, the transcript is aligned to the book text, and each difference is sorted into a kind such as repeat, part-word start or near miss

Types of Reading Errors and Disfluencies, Kind by Kind

Reading errors and disfluencies, by kind per 100 book words

Pick a kind in the menu below the bars, or click a bar, to see every form counted for it.

The word ends up wrong

Near miss ship → shop7.54

Different word cat → dog4.35

Small-word swap the → a3.22

Ending changed jumped → jump1.36

Small word left out0.48

Content word left out0.19

Voicing swap pig → big0.18

Reversal saw → was0.09

3+ words skipped0.05

Disfluencies

Word repeated the the6.47

Extra word or remark2.36

Phrase re-read the cat the cat1.78

Extra small word1.67

Filler um, uh, er1.47

Word from elsewhere on the page1.29

Part-word start b- ball1.21

Self-correction sit → sat0.77

Stray part-word sound0.57

Fixed on re-reading0.20

Sounding out c- a- t0.16

Started, then another word0.09

Start after the word dog do-0.07

Pauses

Pause 0.5–1 s14.06

Pause 1 s or more13.92

Counted as correct

Homophone or spacing to → two1.12

Contraction do not → don't0.16

Kind

Near miss ship → shop

A word close to the book word in spelling or sound, or a non-word.

#	Example	Children	Times
1	is → it's	136	172
2	it → it's	120	157
3	pup → pop	62	87
4	it → eat	62	74
5	can → can't	57	63
6	cod → cold	52	69
7	she → see	50	65
8	will → well	49	55
9	they → day	39	43
10	his → he's	38	45
11	spots → sports	37	41
12	wants → one	36	37
13	can → cat	34	39
14	ran → run	33	43
15	he → hey	33	38
16	cod → code	33	36
17	says → said	32	40
18	spot → sport	31	36
19	dad → that	30	35
20	her → hair	30	35

Different word cat → dog

#	Example	Children	Times
1	a → all	33	42
2	hat → head	19	22
3	a → yeah	18	26
4	to → go	18	18
5	all → a	17	17
6	a → say	16	16
7	zom → some	15	22
8	the → that's	15	15
9	a → cat	13	13
10	does → don't	13	13
11	fish → face	12	14
12	got → good	12	13
13	help → have	12	13
14	a → day	12	12
15	little → the	11	12
16	a → air	10	13
17	a → eat	10	11
18	is → see	10	10
19	is → eats	10	10
20	is → he's	10	10

Small-word swap the → a

#	Example	Children	Times
1	a → the	267	394
2	the → a	178	233
3	the → that	166	214
4	in → and	135	174
5	a → and	132	149
6	not → no	98	110
7	is → I	95	104
8	she → he	87	105
9	he → she	79	106
10	off → of	79	89
11	it → I	79	81
12	the → they	78	99
13	of → off	78	92
14	it → is	73	88
15	the → this	73	87
16	can → and	71	83
17	they → the	70	77
18	a → at	65	77
19	is → it	65	70
20	this → the	62	70

Ending changed jumped → jump

#	Example	Children	Times
1	gets → get	81	104
2	has → had	51	56
3	wants → want	44	51
4	lot → lots	42	52
5	says → say	41	50
6	puts → put	37	41
7	get → gets	35	40
8	likes → like	34	37
9	that → that's	33	37
10	birds → bird	33	34
11	cat → cats	30	33
12	spots → spot	30	30
13	starts → start	29	32
14	finds → find	29	30
15	sings → sing	28	32
16	had → has	27	30
17	makes → make	26	29
18	bird → birds	21	24
19	stands → stand	21	22
20	lights → light	20	30

Small word left out

These forms vary too much to repeat across children, so the list shows the book words they fell on.

#	Book word	Children	Times
1	a	176	226
2	the	120	183
3	it	75	97
4	and	68	92
5	to	59	66
6	is	56	61
7	in	55	63
8	that	44	51
9	of	38	46
10	up	33	39
11	I	32	36
12	he	31	34
13	she	24	25
14	are	22	27
15	at	21	23
16	not	21	22
17	with	20	23
18	so	19	21
19	on	19	20
20	will	17	20

Content word left out

These forms vary too much to repeat across children, so the list shows the book words they fell on.

#	Book word	Children	Times
1	all	23	25
2	still	10	12
3	like	10	10
4	just	9	10
5	big	7	8
6	hmm	7	8
7	says	7	8
8	fish	7	7
9	fun	6	6
10	one	6	6
11	back	6	6
12	bee	5	6
13	get	5	6
14	little	5	5
15	pee	4	5
16	gets	4	5
17	time	4	5
18	ah	4	4
19	oh	4	4
20	lot	4	4

Voicing swap pig → big

#	Example	Children	Times
1	pig → big	38	44
2	ned → net	27	38
3	rot → rod	16	23
4	lamp → lamb	15	18
5	cod → cot	14	16
6	thinks → things	11	12
7	put → but	11	11
8	got → god	10	12
9	hat → had	10	10
10	live → life	9	11
11	sings → sinks	9	10
12	dibs → dips	8	12
13	bop → bob	8	10
14	rod → rot	8	9
15	pat → bat	7	10
16	life → live	7	9
17	sat → sad	7	8
18	big → pig	7	7
19	things → thinks	7	7
20	zing → sing	6	8

Reversal saw → was

#	Example	Children	Times
1	dig → big	29	31
2	spot → stop	15	19
3	lost → lots	10	11
4	Dan → and	9	9
5	being → begin	8	9
6	from → form	7	7
7	quite → quiet	6	7
8	snug → sung	6	6
9	spots → stops	6	6
10	bad → dad	5	6
11	lots → lost	5	5

3+ words skipped

These forms vary too much to repeat across children, so the list shows the book words they fell on.

#	Book text skipped	Children	Times
1	j o j	2	2
2	a beak a	1	1
3	a bit of	1	1
4	no it is	1	1
5	down on a	1	1
6	a stag the	1	1
7	a toy bike	1	1
8	he picks a	1	1
9	he took it	1	1
10	she is mad	1	1
11	so good at	1	1
12	and held on	1	1
13	can pant if	1	1
14	first it is	1	1
15	he wants to	1	1
16	I dont know	1	1
17	I would not	1	1
18	likely as a	1	1
19	off the bus	1	1
20	they go for	1	1

Word repeated the the

#	Example	Children	Times
1	the the	333	628
2	it it	280	579
3	a a	258	444
4	I I	183	331
5	and and	179	303
6	no no	175	375
7	is is	155	232
8	he he	154	230
9	to to	147	225
10	in in	114	188
11	up up	101	257
12	she she	95	171
13	that that	95	152
14	what what	94	170
15	they they	94	125
16	but but	91	167
17	can can	90	138
18	not not	90	136
19	this this	86	151
20	big big	84	135

Extra word or remark

#	Example	Children	Times
1	it's	104	119
2	one	71	76
3	yeah	66	76
4	don't	66	73
5	like	62	65
6	go	61	68
7	know	61	67
8	all	60	65
9	just	59	70
10	say	51	55
11	okay	46	52
12	I'm	45	53
13	that's	41	45
14	read	41	42
15	said	38	42
16	good	37	47
17	get	36	40
18	got	36	37
19	big	34	35
20	see	33	37

Phrase re-read the cat the cat

#	Example	Children	Times
1	it is it is	34	43
2	a lot a lot	17	21
3	in the in the	16	18
4	I am I am	16	17
5	this is this is	16	17
6	a dog a dog	14	14
7	do not do not	12	15
8	oh no oh no	10	14
9	there is there is	10	10
10	at the at the	9	12
11	in a in a	9	11
12	a cat a cat	9	10
13	on the on the	9	10
14	the dog the dog	9	9
15	it has it has	8	9
16	of the of the	8	8
17	I have I have	7	9
18	a big a big	7	7
19	has a has a	7	7
20	it is not it is not	7	7

Extra small word

#	Example	Children	Times
1	a	262	362
2	the	253	339
3	I	195	269
4	it	195	250
5	and	178	228
6	is	171	208
7	you	149	168
8	that	135	155
9	to	127	150
10	no	123	150
11	what	122	145
12	in	113	128
13	this	103	114
14	not	101	114
15	at	98	113
16	me	89	100
17	on	86	98
18	but	86	98
19	of	82	93
20	he	80	92

Filler um, uh, er

#	Example	Children	Times
1	uh	740	1,415
2	oh	666	1,099
3	um	392	591
4	ah	285	491
5	mm	198	290
6	hmm	147	226
7	huh	123	172
8	eh	101	143
9	er	54	80
10	hm	38	46
11	ooh	32	39
12	mhm	10	11

Word from elsewhere on the page

#	Example	Children	Times
1	the	324	527
2	a	255	373
3	it	155	186
4	is	139	165
5	to	128	177
6	and	119	167
7	I	90	115
8	in	68	79
9	he	66	80
10	of	58	79
11	not	42	48
12	on	40	42
13	can	36	38
14	that	35	43
15	they	34	38
16	but	31	35
17	you	30	39
18	up	30	31
19	all	28	33
20	are	27	28

Part-word start b- ball

Ear check: 8 of 11 transcribed starts confirmed, none missed.

#	Example	Children	Times
1	t- to	22	23
2	c- can	20	20
3	n- not	19	19
4	sh- she	15	15
5	ha- has	13	14
6	b- big	13	13
7	s- see	13	13
8	s- some	13	13
9	th- the	13	13
10	ca- can	12	12
11	fi- fish	12	12
12	I- is	11	11
13	g- get	11	11
14	l- lot	11	11
15	s- she	11	11
16	t- the	11	11
17	s- spot	11	11
18	w- will	11	11
19	a- and	10	10
20	bi- big	10	10

Self-correction sit → sat

First try → the word it was fixed to.

#	Example	Children	Times
1	it → is	40	41
2	the → a	24	29
3	is → it	24	24
4	to → the	23	25
5	the → to	19	19
6	it → in	15	15
7	a → the	14	16
8	this → is	14	14
9	and → a	13	13
10	he → his	13	13
11	the → that	12	13
12	that → the	10	12
13	in → it	10	10
14	is → in	10	10
15	the → she	10	10
16	the → they	10	10
17	don't → do	9	9
18	it → I	8	9
19	the → top	8	9
20	to → a	8	8

Stray part-word sound

#	Example	Children	Times
1	s-	95	106
2	b	69	80
3	e	68	81
4	s	63	75
5	o	35	41
6	x	35	38
7	m	34	36
8	b-	32	33
9	ha-	27	30
10	f-	27	27
11	l	26	29
12	t	26	27
13	p	25	28
14	t-	25	27
15	d	24	28
16	f	23	25
17	k	23	24
18	g-	23	24
19	d-	23	23
20	n	19	19

Fixed on re-reading

First try → the word it was fixed to.

#	Example	Children	Times
1	the → a	22	23
2	a → the	10	10
3	I → it	5	5

Sounding out c- a- t

These forms vary too much to repeat across children, so the list shows the book words they fell on.

#	Book word	Children	Times
1	and	8	8
2	a	7	7
3	is	7	7
4	can	7	7
5	the	5	6
6	not	5	5
7	it	4	4
8	she	4	4
9	gets	4	4
10	help	4	4
11	this	4	4
12	big	3	3
13	cat	3	3
14	dog	3	3
15	get	3	3
16	got	3	3
17	sad	3	3
18	sit	3	3
19	find	3	3
20	rest	3	3

Started, then another word

These forms vary too much to repeat across children, so the list shows the book words they fell on.

#	Book word	Children	Times
1	get	5	5
2	spot	3	4
3	be	3	3
4	dig	3	3
5	cave	3	3
6	birds	3	3
7	big	2	3
8	and	2	2
9	can	2	2
10	elf	2	2
11	his	2	2
12	pal	2	2
13	bees	2	2
14	each	2	2
15	fine	2	2
16	from	2	2
17	have	2	2
18	hide	2	2
19	next	2	2
20	seen	2	2

Start after the word dog do-

These forms vary too much to repeat across children, so the list shows the book words they fell on.

#	Book word	Children	Times
1	and	6	6
2	the	5	5
3	a	4	4
4	to	3	3
5	are	3	3
6	but	3	3
7	his	3	3
8	she	3	3
9	with	3	3
10	in	2	2
11	is	2	2
12	it	2	2
13	did	2	2
14	lot	2	2
15	not	2	2
16	set	2	2
17	back	2	2
18	from	2	2
19	gets	2	2
20	have	2	2

Pause 0.5–1 s

Each example is the word read after the pause.

#	Example	Children	Times
1	… the	979	2,386
2	… a	912	1,921
3	… to	705	1,375
4	… and	703	1,507
5	… it	666	1,214
6	… is	639	1,129
7	… in	564	920
8	… I	478	863
9	… he	444	757
10	… on	418	594
11	… of	378	587
12	… they	331	533
13	… that	308	457
14	… she	307	502
15	… but	297	435
16	… can	258	357
17	… not	249	373
18	… with	241	334
19	… up	235	327
20	… no	228	281

Pause 1 s or more

Each example is the word read after the pause.

#	Example	Children	Times
1	… the	928	2,198
2	… a	791	1,528
3	… and	644	1,300
4	… it	616	1,137
5	… is	577	955
6	… to	561	996
7	… I	521	937
8	… in	492	798
9	… he	464	807
10	… on	342	478
11	… they	339	618
12	… of	334	503
13	… but	301	471
14	… she	300	515
15	… no	276	364
16	… that	265	388
17	… can	257	373
18	… not	251	359
19	… this	244	319
20	… up	232	335

Homophone or spacing to → two

Counted as correct: the spelling is the transcriber’s, not the child’s.

#	Example	Children	Times
1	to → two	315	404
2	an → and	101	112
3	can not → cannot	93	124
4	his → is	81	92
5	to → too	78	86
6	wants → once	75	82
7	a → are	64	70
8	for → four	53	61
9	are → a	41	47
10	want → one	41	46
11	asks → ask	40	43
12	asks → asked	34	41
13	and → an	34	34
14	too → to	33	34
15	is → his	32	33
16	allie → ali	29	86
17	by → bye	29	30
18	indo nesia → indonesia	28	32
19	their → there	28	31
20	sara → sarah	27	63

Contraction do not → don't

#	Example	Children	Times
1	it is → it's	149	210
2	I am → I'm	46	57
3	do not → don't	33	37
4	he is → he's	27	31
5	I'm → I am	13	14
6	there is → there's	12	13
7	they are → they're	10	13
8	she is → she's	10	11
9	did not → didn't	9	10
10	they're → they are	8	13
11	that is → that's	8	9
12	does not → doesn't	7	7
13	it's → it is	6	7
14	it has → it's	6	6
15	you are → you're	5	10
16	I have → I've	5	5
17	can not → can't	5	5
18	what is → what's	5	5
19	what's → what is	5	5

4,446 children reading passages aloud. Rates count events per 100 book words attempted, from the first to the last book word each recording reached, omissions included. In substitutions the book’s word comes first: ship → shop means the book said ship and the child said shop. A form is listed only if 5 or more children made it, except where the list shows book words. The recordings lean toward harder reading, so rates run higher than in typical reading. Data as of October 9, 2026.

Near misses were the commonest reading errors, at 7.5 per 100 book words: a word close to the target in spelling or sound, or a non-word. Castles, Rastle and Nation (2018) describe the phase this fits: a decoding attempt comes out slightly wrong (“breek” for “break”), and the child can draw on spoken vocabulary to correct it. Different words followed at 4.4, small-word swaps (a for the, he for she) at 3.2 and changed endings at 1.4.

Among disfluencies, word repetition led at 6.5 per 100 words, ahead of extra words or remarks (2.4), phrase re-reads (1.8), extra small words (1.7) and fillers (1.5). Omissions, reversals and voicing swaps were rare, each under 0.5 per 100.

Self-corrections ran at 0.8 per 100, plus 0.2 fixed on re-reading: about one for every 18 errors left standing. That definition is narrow, because a partial attempt that ends on the right word counts here as a part-word start or sounding out.

A words correct per minute score counts disfluencies only as lost time, so it scores about half of these reading miscues as errors.

Two blocks of equal size, errors at about 17 per 100 words and disfluencies at about 18 per 100 words, with only the errors block marked as scored as errors by a fluency test

Part-Word Starts Follow Word Difficulty

Part-word starts (“b- ball”) ran at 1.2 per 100 words. The ear check confirmed 8 of the 11 transcribed starts and missed none, too few to say whether that rate runs high or low. Where they land is the clearer finding.

Part-word starts follow how hard the word is “b- ball” starts per 100 book words

Word length

1 to 3 letters0.68

4 to 5 letters1.89

6 to 7 letters2.61

8 letters or more3.45

How common the word is

The 100 commonest words0.65

Ranks 100 to 1,0001.94

Rarer than rank 1,0003.03

Names and made-up words3.10

Word type

Function word0.48

Content word2.16

Position

First word read in the recording1.07

Any later word1.38

Part-word starts (one onset, then the word) by the book word they lead to. Frequency ranks count how many book pages hold the word. Data as of October 9, 2026.

Part-word starts were about five times as common on words of eight letters or more as on words of one to three, and nearly five times as common on rare words as on the 100 commonest, with names about as high. Content words drew more than four times as many as function words; the first word of a recording, slightly fewer than later words.

That pattern fits a reader working out a hard word from its parts. Part of the length gradient may be detectability, though: a partial start of a one-to-three-letter word is hard to tell apart from the word itself.

Words After Pauses Are Misread More Often

29% of gaps between words lasted half a second or more, and 15% lasted a second or more. A word read after a pause of at least half a second was misread 21% of the time, against 14% after a shorter gap.

This matches Miller and Schwanenflugel (2008), who found that pauses inside sentences were tied closely to word reading skill (r = −.77 in first grade, meaning weaker word readers paused far more) and suggested that long pauses may signal decoding difficulties.

Sound Changes Cluster at Word Ends and in Vowels

Among substitutions within two sounds of the book word, 41% of the sound changes fell at the end of the word, 31% in the middle and 29% at the start. The largest single kind was a vowel swapped in the middle of a word, about a fifth of all changes, spread across many vowel pairs.

The commonest individual changes were consonants dropped or added: /s/ dropped 2,037 times, /z/ dropped 1,857 times, /s/ added 1,606 times and /t/ added 1,182 times. Many /s/ and /z/ changes are probably inflections, a plural or third-person ending read without it, and some may be the transcription missing a quiet final sound. Others may be accent. DIBELS does not penalize consistent dialect or accent (University of Oregon, 2026), and a transcript alone cannot separate the two.

Limits of This Data

These numbers are descriptive and not peer reviewed. They come from children using one reading app with its own books, not a representative sample. Recordings with unclear audio were excluded, which may hide the weakest readers.

Single-word pages were excluded too: children often repeated the word there, which looks like retrying rather than reading. No child’s sentence appears on this page; every example is a word-level form counted across children.

If you work on oral reading errors, every category and example is in the charts above, and we would welcome comparisons with hand-coded samples.

References

Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51. https://doi.org/10.1177/1529100618772271

Miller, J., & Schwanenflugel, P. J. (2008). A longitudinal study of the development of reading prosody as a dimension of oral reading fluency in early elementary school children. Reading Research Quarterly, 43(4), 336–354. https://doi.org/10.1598/RRQ.43.4.2

Nguyen, T. Q., Del Tufo, S. N., & Cutting, L. E. (2020). Readers recruit executive functions to self-correct miscues during oral reading fluency. Scientific Studies of Reading, 24(6), 462–483. https://doi.org/10.1080/10888438.2020.1720025

University of Oregon. (2026). 8th edition of Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Administration and scoring guide (2026 ed.). https://dibels.uoregon.edu

Frequently Asked Questions

What are reading errors?

A reading error is a departure from the text that leaves a word wrong: a substitution (a near miss such as “shop” for “ship”, a different word, a small-word swap or a changed ending), an omission, or a reversal. In our data from 4,446 children reading aloud, near misses were the most frequent, at 7.5 per 100 book words, followed by different words at 4.4. Disfluencies such as repetitions and part-word starts are usually counted separately, because the word still ends up right.

What is not counted as an error in oral reading fluency scoring?

Under DIBELS 8 rules, repeated words and inserted words are ignored, a self-correction within three seconds is scored as correct, and pronunciation that reflects a consistent accent or dialect is not penalized (University of Oregon, 2026). Hesitations over three seconds, omissions and substitutions are errors. So most disfluencies, including word repeats at 6.5 per 100 words in our data, are never counted as errors in a words correct per minute score, though they cost time.

What is miscue analysis in reading?

Miscue analysis records each place a reader departs from the text, called a miscue, and asks what it reveals about how the reader processed the word. It grew from Kenneth Goodman’s view of reading as a “psycholinguistic guessing game”, which Castles, Rastle and Nation (2018) set against the evidence that skilled reading rests on decoding. Classifying miscues by how close they are in sound and spelling keeps the useful part of the method.

How do you assess reading aloud?

The usual tools are a running record or a timed oral reading fluency probe, scored by a trained listener for accuracy and words correct per minute. Both are hand-scored, which keeps samples small and drops repetitions and self-corrections. The alternative used here is a speech recognition system that keeps partial words, repetitions and fillers, aligned word by word against the book text, with a sample checked by ear.

#	Example	Children	Times
1	s-	95	106
2	b	69	80
3	e	68	81
4	s	63	75
5	o	35	41
6	x	35	38
7	m	34	36
8	b-	32	33
9	ha-	27	30
10	f-	27	27
11	l	26	29
12	t	26	27
13	p	25	28
14	t-	25	27
15	d	24	28
16	f	23	25
17	k	23	24
18	g-	23	24
19	d-	23	23
20	n	19	19

#	Example	Children	Times
1	s-	95	106
2	b	69	80
3	e	68	81
4	s	63	75
5	o	35	41
6	x	35	38
7	m	34	36
8	b-	32	33
9	ha-	27	30
10	f-	27	27
11	l	26	29
12	t	26	27
13	p	25	28
14	t-	25	27
15	d	24	28
16	f	23	25
17	k	23	24
18	g-	23	24
19	d-	23	23
20	n	19	19

Reading Errors Are Only Half the Story

Key Findings

Why We Counted

How We Measured Reading Errors

Types of Reading Errors and Disfluencies, Kind by Kind

Part-Word Starts Follow Word Difficulty

Words After Pauses Are Misread More Often

Sound Changes Cluster at Word Ends and in Vowels

Limits of This Data

Frequently Asked Questions

What are reading errors?

What is not counted as an error in oral reading fluency scoring?

What is miscue analysis in reading?

How do you assess reading aloud?

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#	Example	Children	Times
1	s-	95	106
2	b	69	80
3	e	68	81
4	s	63	75
5	o	35	41
6	x	35	38
7	m	34	36
8	b-	32	33
9	ha-	27	30
10	f-	27	27
11	l	26	29
12	t	26	27
13	p	25	28
14	t-	25	27
15	d	24	28
16	f	23	25
17	k	23	24
18	g-	23	24
19	d-	23	23
20	n	19	19