Guessing errors made by children with dyslexia in word and text reading

Children with dyslexia face persistent difficulties in reading acquisition, which results in poor reading accuracy. In addition to the commonly studied reading errors such as omissions, additions, substitutions, and letter reversals, they also make guessing errors characterized by replacing a word with an orthographic neighbor. These errors, which occur in the context of isolated words and sentence or text reading, might be linked to the inhibition issues that have already been demonstrated in connection to dyslexia. However, to the best of our knowledge, there is no experimental evidence that children with dyslexia make more guessing errors than typically developing children, as is the case for sequential errors. The current study aimed to evaluate whether children with dyslexia made more guessing errors than typically developing children and whether these errors were more frequent in an isolated word or sentence context.