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Academic literature on the topic 'Oral reading miscues'
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Journal articles on the topic "Oral reading miscues"
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Pillai, Adeena Deepa Ramakrishna, and Shamala Paramasivam. "Miscue Analysis of Oral Reading Among Non-Proficient Malaysian ESL Learners." Journal of English Language and Literature 2, no. 2 (October 30, 2014): 179–85. http://dx.doi.org/10.17722/jell.v2i2.34.
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Reading is a vital skill. Research has shown that proficient learners usually have a greater comprehension of the reading material. This study focuses on non-proficient learners’ oral reading as a direct method of assessing their reading ability. Miscue analysis is used as a tool to gather information and measure strategies used in reading and comprehending a given material. The study investigates the types and frequencies of miscues made by learners when they orally read texts and assesses learners’ comprehension based on the oral reading through the use of multiple-choice questions. The number of miscues made and the scores for the multiple choice questions are patterned using Microsoft Excel program and are converted into percentages. This study found that when the number of miscues made by the learners reduced during the oral reading process, the scores on the comprehension section did not necessarily improve. The types of miscues made by learners were omission of words namely plural and past-tense endings of verbs, substitution of words such as the pronoun ‘she’ with ‘he’, and hesitation especially with complex words. The findings imply that learners have language problems in grammar, vocabulary, pronunciation, and the use of reading strategies.
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Mahmud, Che Ton binti, and Revathi Gopal. "Miscue analysis: A glimpse into the reading process." Studies in English Language and Education 5, no. 1 (March 1, 2018): 12–24. http://dx.doi.org/10.24815/siele.v5i1.9927.
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This paper aims to analyse Form One students’ ability in reading prose. A qualitative research method was carried out involving 6 average ability students. The prose “Fair’s Fair” byNarinder Dhami was used as an instrument to gauge students’ ability in oral reading. The assessment carried out on the reading is miscue analysis, a tool to measure oral reading accuracy at the word level by identifying when and the ways in which the students deviates from the text while reading aloud. Miscues analysed are insertions, hesitation, omission, repetition and substitution. Miscues that maintain the meaning of the sentences are the participants’ strengths while miscues which disrupt the meaning of the sentences are the participants’ weaknesses. The data collected are analysed using descriptive statistics. The findings show that the percentage of strengths outweighed the percentage of weaknesses for all the participants on the occurrences of miscues. The students’ reading behaviour has provided insights into their language cueing system and the strategies they use during the reading process to comprehend a text.
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Jin, Ting-Fang K. "An Analysis of Reading Miscues in Three Genres of English Texts for Junior High School Students." Studies in English Language Teaching 7, no. 3 (August 8, 2019): p308. http://dx.doi.org/10.22158/selt.v7n3p308.
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The purpose of the present research is to compare and analyze eighth graders’ English reading performance in the three different genres, including the Comparison/Contrast, the Process, and the Cause/Effect by reading miscue analysis. After the individual interview, the participants read the three different texts, and then retell the three texts. At last, through the reading miscue inventory (Goodman, Watson, & Burke, 1987), the participants’ English oral reading miscues and retelling in these three different genres are analyzed and compared.According to the repeated measure ANOVA, there are two significant differences in the reading miscues in these three genres for the participants, including the meaning construction and the grammatical relationship of reading miscues. In terms of the retelling scores in these three different genres, there are also significant differences among these three different genres. On the other hand, according to the descriptive statistics, the participants get the best performance in the Cause/Effect, but they get the lowest retelling scores in the Comparison/Contrast.
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Su Won Yim. "Examining Substitution Miscues in Oral Reading." English Language Teaching 24, no. 1 (March 2012): 95–115. http://dx.doi.org/10.17936/pkelt.2012.24.1.005.
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Gillam, Ronald B., and Rebekah M. Carlile. "Oral Reading and Story Retelling of Students With Specific Language Impairment." Language, Speech, and Hearing Services in Schools 28, no. 1 (January 1997): 30–42. http://dx.doi.org/10.1044/0161-1461.2801.30.
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Students with specific language impairment (SL) and students matched for single-word reading ability read and retold stories that were approximately one grade level above their reading level. Children with SLI produced a significantly greater percentage of oral reading discrepancies (miscues) between printed and read words. Their miscues were less graphophonemically, syntactically, semantically, and pragmatically consistent with the original texts than the miscues produced by their reading-matched peers. Despite these differences in oral reading story retellings by students in the two groups were similar in terms of percentages of recalled vocabulary, story elements, and problem-resolution pairs. Holistic analysis of the retellings indicated that fewer retellings by students in the SLI group were complete, and more of their retellings were confusing. Lack of prior knowledge regarding the topics of the stories that were read, slowed language processing and/or working memory deficiencies could account for these results.
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Taft, Mary Lynn, and Lauren Leslie. "The Effects of Prior Knowledge and Oral Reading Accuracy on Miscues and Comprehension." Journal of Reading Behavior 17, no. 2 (June 1985): 163–79. http://dx.doi.org/10.1080/10862968509547537.
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The effects of prior knowledge (high, low) and oral reading accuracy (95% +, 90–94%) on miscues and comprehension were examined by requiring 57 third-grade average readers to read an expository passage orally. The children had either high prior knowledge of the topic, defined as completing a classroom instructional unit and verified by a free-association test, or low prior knowledge. Children with high prior knowledge made fewer miscues which resulted in meaning loss ( p < .05), and their miscues were less graphically similar to the text word ( p < .01) than children with low prior knowledge. Also, children with high prior knowledge correctly answered more comprehension questions of all types – textually explicit ( p < .01), textually implicit ( p < .05), and scriptally implicit ( p < .001) – than children with low prior knowledge. Support for an interactive-compensatory model of reading is discussed.
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Koenig, A. J., C. A. Layton, and D. B. Ross. "The Relative Effectiveness of Reading in Large Print and with Low Vision Devices for Students with Low Vision." Journal of Visual Impairment & Blindness 86, no. 1 (January 1992): 48–53. http://dx.doi.org/10.1177/0145482x9208600120.
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This study explored the value of an objective procedure to evaluate the relative effectiveness of reading large print and reading regular print with low vision devices for six students with low vision. Data on observable reading behaviors—oral and silent reading rates, working distance, and oral reading miscues—were collected and analyzed using a case-study approach. The procedure provided useful information for consideration by multidisciplinary teams.
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Laing, Sandra P. "Miscue Analysis in School-Age Children." American Journal of Speech-Language Pathology 11, no. 4 (November 2002): 407–16. http://dx.doi.org/10.1044/1058-0360(2002/044).
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It has been suggested that children who have trouble learning to read may use less effective decoding strategies than children who learn to read typically. The present investigation examined reading miscues (errors) made by typically developing children and children who demonstrated below-average language and reading abilities to answer the following questions: (a) Do typically developing children and children with below-average language and reading skills evidence similar types of miscues while reading aloud? (b) Do typically developing children make more grapho-phonemically similar errors (in which the error resembles the text word in two or more phonemes) and more nonsense-word errors than children with below-average language and reading ability and, (c) What is the relationship between the nature of reading miscues and comprehension performance? Results suggested that typically developing children made more miscues that preserved the meaning of the text than children with below-average language and reading abilities. Groups were equally likely to make errors that were grapho-phonemically similar and/or nonsense words. Comprehension performance for both groups was best predicted by omission of content words and phonologically similar real-word errors that maintained the meaning of the text. Analysis of oral-reading errors may be useful in prescribing specific intervention to improve automaticity and efficiency in reading for children with language-learning disorders.
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Parker, Richard, Jan E. Hasbrouck, and Gerald Tindal. "Greater Validity for Oral Reading Fluency: Can Miscues Help?" Journal of Special Education 25, no. 4 (January 1992): 492–503. http://dx.doi.org/10.1177/002246699202500406.
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Nguyen, Tin Q., Stephanie N. Del Tufo, and Laurie E. Cutting. "Readers Recruit Executive Functions to Self-Correct Miscues during Oral Reading Fluency." Scientific Studies of Reading 24, no. 6 (February 20, 2020): 462–83. http://dx.doi.org/10.1080/10888438.2020.1720025.
Full textDissertations / Theses on the topic "Oral reading miscues"
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Paulson, Eric John. "Adult readers' eye movements during the production of oral miscues." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284147.
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Miscue analysis and eye-movement recording technology are combined in this dissertation to explore the reading processes of adult, skilled readers. The combination of approaches forms a new reading research methodology termed Eye Movement Miscue Analysis, or EMMA, that provides a powerful view of the reading process. Miscue analysis, the psycholinguistic analysis of unexpected responses in a reader's oral text, provides a verbal dimension of data for reading research. Similarly, eye-movement recording, which shows precisely where in a text a reader looks, provides a visual dimension of data. When these two research approaches are combined, both verbal and visual data are analyzed, resulting in a powerful, multi-dimensional view of the reading process. This dissertation focuses on adult readers' eye movements made during the production of miscues and other oral reading phenomena. Patterns of eye movements relative to substitutions, omissions, insertions, partials, and repetitions are described, analyzed, and compared. Results of the analysis are discussed in terms of whether current causal explanations of miscues are augmented or refuted. Original conceptions about the reading process formed as a result of this research are developed and placed in existing theoretical frameworks. Major findings include that the eye movements relative to different types of miscues and other oral reading phenomena exhibit different patterns, and both eye movements and miscues, and the relationship between them, are functions of comprehension. Also, contrary to conventional wisdom, most miscued words are examined, and examined thoroughly, before the miscue is produced; miscues are not caused by careless or reckless reading, or visually skipping words. Implications for theories and models of the reading process are discussed, and areas of needed research are described.
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Arellano-Osuna, Adelina E. "Oral reading miscues of fourth-grade Venezuelan children from five dialect regions." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184334.
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The main purpose of this investigation was to analyze both quantitatively and qualitatively reader's oral reading miscues and the retellings of Venezuelan fourth graders in five Venezuelan dialect regions. The major question to be answered was: In what ways do Venezuelan children who speak variations of Spanish use their syntactic, semantic, graphophonic and pragmatic systems and their reading strategies (sampling, predicting, confirming, and correcting) in their process of meaning construction during oral reading? The answer to the major research question reveals that informants from the highlands: Merida and Trujillo are more proficient readers in their meaning construction. In the group of informants from the lowlands the percentages show that at least half of the subjects are similar to the most proficient readers from the highlands. The findings are supportive of a definition of reading as meaning construction. They were able to retell the events in an ordered sequence and to name and develop most of the characters in the story. There were no major dialect features differences between the five Venezuelan regions' informants. Most of the dialect features that children displayed in the oral reading were also present in reader's oral retellings. Among these groups of informants, their dialect can be considered as an unrelated factor to their reading proficiency.
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O'Brien, de Ramirez Kathleen. "SILENT, ORAL, L1, L2, FRENCH AND ENGLISH READING THROUGH EYE MOVEMENTS AND MISCUES." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194211.
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During 24 silent and oral readings of Guy de Maupassant and Arthur C. Clarke short stories (1294 and 1516 words) by proficient multilinguals, movement of the left eye was tracked and utterances were recorded. Three hypotheses investigate universality in the reading process: reading in English is similar in reading speed, miscues, and eye movements to reading in French (chapter 4); reading in a first, or native language (L1), is similar in reading speed, miscues, and eye movements to reading in a second, or later acquired, language (L2) (chapter 5); silent reading is similar to oral reading in reading speed and eye movements (chapter 6). Hypothesis are partially confirmed; implications are drawn for teaching and research.Silent reading is consistently faster than oral reading, with a mean difference of 28.7%. Reading speed is similar in English and French, but interacts differently with language experience: L2 readers of English read 50% slower than L1 readers, while in French, L2 readers read 13% faster.Retelling scores demonstrate a slight comprehension advantage for oral reading over silent, a wider range after oral than after silent, L1 readers having a slight advantage over L2 readers, and improved scores after second readings. Proscribing rereading to increase oral accuracy may disadvantage some readers: Second oral readings in English (but not in French) produced more miscues than first oral readings. This requires further study with tightly controlled groups. Overall, English readings produced 36% more miscues than French readings.Mean fixation durations are slightly longer during silent than oral reading, and show little variation between English and French reading. Wide variation in reading speed (L1/L2, silent/oral) is not reflected in mean eye fixation durations, although language dominance show an effect in French, where fixations during L1 readings are 18.6% shorter than during L2 readings.Individual variation is a factor. Emotional affect, poetic style, construction of syntax, and attention to metaphor are all observed in this EMMA data. Future analysis of this database may look at anaphoric relations, metaphor, how texts teach; and how readers develop narrative, verb phases, syntactic, semantic, and pragmatic relations in complete textual discourse.
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POLLOCK, JOHN FRANCIS. "A PSYCHOLINGUISTIC ANALYSIS OF ORAL READING MISCUES INVOLVING PRONOUN-REFERENT STRUCTURES AMONG SELECTED SECOND, FOURTH, AND SIXTH GRADE CHILDREN." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188073.
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This study is a naturalistic exploration of the way elementary school children resolve anaphoric pronoun reference in their oral reading of complete narratives. The resolution of pronominal reference is of interest because of the possibility it offers to examine how readers construct a meaning for a text while they are reading it. Third-person pronouns offer interesting points to examine how readers deal with the referential structure of text. They play an important role in establishing the structure by virtue of their dependence on other text items for their interpretation. It was assumed that the way readers deal with pronouns would provide insight into the way they were constructing the referential structure of the text. Miscue analysis was selected as an appropriate technique to examine the in-process behavior of readers. The miscues involving third-person pronouns made by 88 readers from second, fourth, and sixth grade children were analyzed. The children at each grade level each read a complete story. A total of 1,037 miscues involving third-person anaphoric pronouns were noted for qualitative analysis. The analysis produced the following results. Miscues involving third-person anaphoric pronouns occurred proportionally less frequently than miscues involving other text items. This suggested that pronouns were more readily comprehended by the subjects of this study than other text items. The frequency of insertion and substitution of particular third-person pronouns was directly proportional to the frequency of the particular pronoun in the text. This suggested that the subjects were sensitive to the broad referential character of the text. Substitution miscues involving third-person anaphoric pronouns were restricted to a small set of grammatical items. This suggested that the subjects were sensitive to syntax as they processed pronouns. A number of atypical miscue patterns were identified at particular points in the texts. These atypical patterns provided the strongest evidence for the view that readers construct a cognitively interpreted text as they read. The correction of pronoun miscues suggested that when the subjects constructed a cognitively interpreted text they did so tentatively and were prepared to change this in the face of disconfirming evidence in the subsequent text.
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Yamashita, Yoshitomo. "The Role of Japanese Particles for L1 and L2 Oral Reading: What Miscues and Eye Movements Reveal about Comprehension of Written Text." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195229.
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Japanese particles have been studied syntactically and semantically in connection with preceding words for constructing sentence, and studied in terms of predicate in connection with core meaning of the noun. However, the role of particles in the field of reading has not clearly been explained. This dissertation investigates the role of Japanese particles for L2 and L1 readers reading aloud through the following questions: (1) In what ways do L 2 and L1 Japanese readers miscue on particles? (2) Why do L2 and L1 Japanese readers elongate the phoneme of the particle? (3) How do L2 and L1 Japanese readers' eye movements show fixation points on particles? (4) How do L2 and L1's Japanese readers' miscues of particles relate to the L2 and L1 readers' eye movements? (5) How do L2 and L1 readers' fixation points on particles relate to elongation? (6) How do L2 and L1 Japanese readers' fixation points relate to miscues and elongation? Five L2 and four L1 readers read a Japanese story that included 121 particles. By looking at miscues, the results show the segmentation process using particles. This segmentation process minimizes the number of particle miscues. Substitution, omission, and insertion miscues occur in a complex manner because they are related to finding word boundaries. Elongation occurs as a process of prediction and confirmation for making sense. L2 readers use elongation with miscues more often than L1 readers. In eye movement research, L2 reader's miscues are more highly connected to eye fixation than are L1 readers' miscues. Eye fixation points and elongation are used for prediction and confirmation for making sense. However, L1 readers' miscues mainly consist of fixation without elongation. L2 readers use more particles while L1 readers use more flexible construction with the meaning of adjacent words playing an important role. Readers do not just fixate, but also elongate particles to get information. The result shows that readers use miscues on particles, elongation, and eye fixations as complex processes to construct a meaningful text.
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Danielsson, Kristina. "Beginners Read Aloud : High versus Low Linguistic Levels in Swedish Beginners' Oral Reading." Doctoral thesis, Stockholms universitet, Institutionen för nordiska språk, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8344.
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The aims of this thesis were to examine the utilisation of various linguistic levels in the oral reading of running texts among Swedish beginning readers, and specifically to question the supposedly predominant role of lower (i.e. sub-lexical) linguistic levels by also examining possible evidence of the utilisation of information at the syntactic or semantic levels, as well as textual context. The investigation is based on a corpus constructed from the oral reading of running texts and includes a number of studies using both quantitative and qualitative error analyses. The analyses confirm that other linguistic levels than the sub-lexical have an impact on reading. This was shown both in the linguistic acceptability of errors and the extent to which errors were corrected depending on linguistic acceptability. Although the natural point of departure seemed to be the graphemic level, analyses revealed that graphemic complexity or word transparency alone could not explain error frequencies. In quite a few cases, qualitative analyses revealed, for instance, that higher linguistic levels or knowledge of the world could explain both why words did and did not result in reading errors. However, phonological quantity appeared to be a major difficulty throughout the study, which is clearly related to the graphemic or phonological level. Some differences regarding the developmental perspective were observed. One study indicated that the readers might develop stepwise regarding their utilisation of various linguistic levels, in the sense that they appeared to rely mainly on lower linguistic levels early in reading development. Later they seemed to be dependent on higher linguistic levels, and ultimately they seemed to be sensitive to, rather than dependent on, higher linguistic levels. An interesting result was that the readers seemed to use different strategies for different kinds of words throughout the investigation, using a direct decoding strategy for frequent words, but using a letter-by-letter decoding strategy for less frequent or graphemically complex words.
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Pelatti, Christina Y. "Miscue Analysis of Students with Down Syndrome and Typically Developing Students with Reading Difficulties." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1291151653.
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Freeman, Ann Elizabeth. "The eyes have it: Oral miscue and eye movement analyses of the reading of fourth-grade Spanish/English bilinguals." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289704.
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The purpose of this dissertation is to explore the processes fourth grade bilinguals use as they read in Spanish and English. Through miscue analysis, eye movement analysis and the integration of the two, EMMA, this study contributes to the field of biliteracy by expanding on what is already known about the reading processes of young bilinguals who are developing literacy in two languages. There are no known eye movement miscue analysis studies of bilingual elementary students. Four fourth grade bilingual participants read and retold the first two chapters of a short novel. The participants read the first chapter from the English version of the story and the second chapter from the Spanish version. The participants' oral readings and eye movements were recorded and analyzed for each reading. The analysis tools used were miscue analysis, eye movement analysis, and the integration of the two, Eye Movement Miscue Analysis (EMMA). Differences and similarities between the two languages and among the four readers were explored in order to answer the research question: What do miscue analysis, eye movement analysis, and Eye Movement Miscue Analysis (EMMA) reveal about differences and similarities of the reading in Spanish and English of fourth grade biliterate readers? The findings of this dissertation show that the four bilingual readers use similar strategies in each language to make sense of text. They make miscues in both languages which show that the readers integrate their knowledge of syntax, semantics and graphophonics in both their English and Spanish reading. The data from the reader's eye movements reveal that the readers sample text selectively as they read each language. The miscues, eye movements, and the patterns of eye movements around miscued words for each reader reveal that they are somewhat more efficient and effective reading their primary language, Spanish. The research also shows that the strategies these biliterate readers use to make sense of text in their primary language influences the reading of their second language, English. Thus, this dissertation provides further support for a universal, transactional socio-psycholinguistic model of the reading process.
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McCullough, Emily Lynn. "Oral reading miscues and reading comprehension in young adult Spanish-English bilinguals." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-1189.
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The purpose of the present study was to compare the oral reading miscues and reading comprehension in two groups of young adult Spanish-English bilinguals. Based on current language use, we characterized participants as either “active bilinguals” (using Spanish at least 20% of the time) or “inactive bilinguals (using Spanish less than 20% of the time). Information gained in the present study demonstrated that English-dominant young adult bilinguals produced more oral reading miscues in Spanish than in English, regardless of current language use. Results also demonstrated that increased rate of miscues in Spanish did not negatively affect reading comprehension.text
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饒華真. "Oral Reading Miscue Analysis for Reading Low-Achieved." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/24967952180064586301.
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碩士國立彰化師範大學
特殊教育研究所
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This study was compared of two gruops'' oral reading performances on ''meaning change'', ''meaning not change'', and six miscue types--''substitution'', ''omisson'' ,''insertion'','' reverse'', ''self-correction'', ''call for help''. The sample consisted of 46 reading low achieved and 46 average achieved students in grades two, four, and six from four schools. Results revealed that reading low achieved students'' meaning-changed miscues were more than average achieved students. Oral patterns and graphophonic cues were the important factors on students''/ oral reading performance.
Books on the topic "Oral reading miscues"
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Formal reading inventory: A method for assessing silent reading comprehension and oral reading miscues. Austin, Tex. (5341 Industrial Oaks Blvd., Austin 78735): PRO-ED, 1986.
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Meaning change in oral reading miscues and adapatation to textual disruptions. 1988.
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