Savage, R; Hill, V; Stuart, M; (2001) The role of scaffolding errors in reading development: Evidence from a longitudinal and a correlational study. British Journal of Educational Psychology , 71 pp. 1-13. 10.1348/000709901158343.

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Abstract

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 meas- ured 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.

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