DEVELOPMENT OF ESTONIAN STUDENTS’ READING SKILLS AND TYPES OF READING ERRORS: A DESCRIPTIVE STUDY IN A LANGUAGE WITH TRANSPARENT ORTHOGRAPHY
DEVELOPMENT OF ESTONIAN STUDENTS’ READING SKILLS AND TYPES OF READING ERRORS: A DESCRIPTIVE STUDY IN A LANGUAGE WITH TRANSPARENT ORTHOGRAPHY

Summary/Abstract: This study aimed to describe the development of reading fluency and accuracy of Estonian students throughout an academic year. The longitudinal study assessed the reading skills of 112 students two times: in the winter of their third grade and the winter of their fourth grade. Three reading subtasks were used: connected text, word list and pseudo-word list. We found that reading fluency and accuracy developed significantly during the academic year, but the differences in the results of weaker and more skilled students were large. The average level of accuracy in reading was very high, while the reading errors that emerged were predominantly qualitative. However, the proportion of quantitative reading errors increased significantly when reading pseudo-words.

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