Reading errors and fluency in second-grade children in general basic education

Abstract

This study comprehensively analyzes the relationship between reading errors and fluency in children in the second grade of general basic education, considering that this stage represents a critical phase for the acquisition of fundamental reading skills. Through a systematic literature review of research published in the last two decades, we identified the most frequent types of reading errors (omissions, substitutions, inversions and repetitions), their causes and consequences, as well as the factors affecting fluency, including phonological deficit, limited vocabulary, poor reading practice and inadequate pedagogical methods. The results reveal that the persistence of these errors compromises not only the automation of the reading process, but also students' comprehension, motivation and school performance. Likewise, effective strategies such as repeated reading, modeling, paired reading and the multisensory approach are highlighted, which have shown positive results in the development of fluency. The study concludes that reading fluency is a complex skill that requires early and comprehensive educational intervention based on scientific evidence, as well as adequate teacher training to identify, prevent and correct reading errors in a timely manner.