Knowledgebase

Search by Keyword

Search by Product

Read Naturally Strategy Programs

Conducting Timings

  1. What guidelines should I follow for counting errors?

1. What guidelines should I follow for counting errors?

It is very important to consistently track the number of errors a student makes while reading. The following is an explanation of what commonly are and are not considered errors.

Errors

Description Example
Mispronunciations and dropped endings:
If a student mispronounces a word or does not pronounce an ending, count it as an error.
The sentence reads: John caught a bass.
The student reads: John caught a base.
Errors: 1
Transpositions (out of sequence):
If a student transposes two or more words, count each word read out of order as an error.
The sentence reads: Tim walked quietly away.
The student reads: Tim quietly walked away.
Errors: 2
Hesitations (words supplied by examiner):
If a student hesitates for three seconds, tell the word to the student and count the word as an error.
The sentence reads: Tom walked his dog.
The student reads: Tom...[3-second pause]
Examiner says: walked
Student reads: his dog
Errors: 1
Omissions:
If a student skips a word, several words, or an entire line, count each skipped word as an error.
The sentence reads: He is in the big chair.
The student reads: He is in the chair.
Errors: 1
Substitutions:
If a student substitutes one word for another, even if the substitution is a synonym, count it as an error.
The sentence reads: I went to my house.
The student reads: I went to my home.
Errors: 1
Repeated errors:
If a student makes the same error more than once, count each instance as an error.
The passage reads: The cat likes milk. She drinks it every day. The cat likes me.
The student reads: The cat licks milk. She drinks it every day. The cat licks me.
Errors: 2

Not Errors

Description Example
Mispronunciations and dropped ending due to speech problems or dialect:
Mispronunciations due to speech problems or dialect are typically not counted as errors.
The sentence reads: Pam made it for him.
The student reads: Pam made it fo him.
Errors: 0
Self-corrections:
If a student self-corrects an error, count the word(s) as correct.
The sentence reads: I ran to the park.
The student reads: I ran to the pan...park.
Errors: 0
Repetitions:
If a student repeats words or phrases while reading, the repetitions are not counted as errors.
The sentence reads: I am happy.
The student reads: I am... I am happy.
Errors: 0
Insertions:
If a student adds words, do not count the words as errors. Counting insertions as errors would result in subtracting them from the number of words read correctly, giving the student a lower number of wcpm than he or she actually read correctly.
The sentence reads: Sheila cried hard.
The student reads: Sheila cried very hard.
Errors: 0
Have a Question ?
Contact

Please let us know what questions you have so we can assist. For Technical Support, please call us or submit a software support request.

 
Click to refresh image