Developmental acquisition of reading

Abstract

The psycholinguistic model of the reading process is one which implies the reader's use of multiple sources of information to derive meaning from text. With this view in mind, a longitudinal study, carried out over a period of six months, on a sample of children engaged in reading was conducted. Children's miscues were then coded on transcripts of the original text and subsequently classified into the following categories: Substitutions, Insertions, Omissions, Non-Responses and Self-Corrections. After, an analysis of the various errors was done so that inferences about the reading process adopted by the children could be made.