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Journal articles on the topic 'Oral reading miscues'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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.

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Miramontes, Ofelia. "Oral Reading Miscues of Hispanic Students: Implications for Assessment of Learning Disabilities." Journal of Learning Disabilities 20, no. 10 (December 1987): 627–32. http://dx.doi.org/10.1177/002221948702001009.

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12

Froese, Victor. "A Comparison of ESL Students' Ability in Four Language Modes: Oral Composing, Independent Writing, Story Retelling, and Reading." TESL Canada Journal 4, no. 2 (June 26, 1987): 59. http://dx.doi.org/10.18806/tesl.v4i2.505.

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Thirty-nine students (ages 10-14) were drawn from classrooms containing ESL students in three schools in one Winnipeg school division and comparisons were made for these ethnolinguistic groups Filipino, Vietnamese, and Chinese. For each of the four language modes - oral composing, independent writing, reading, and retelling - a number of language units were compared: number of words produced, number oft-units produced, average number of words per t-unit, and number of dependent clauses produced. The answers to the following four questions are discussed: I) In terms of language units, how do the modes compare across language groups? 2) How do oral reading miscues compare? 3) How does reading comprehension and listening comprehension compare?

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13

Kucer, Stephen B. "Processing Factors, Academic Discourse, and Local and Global Comprehension." Language and Literacy 15, no. 2 (July 25, 2013): 56. http://dx.doi.org/10.20360/g26884.

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The relationship among processing factors and the comprehension of literary and scientific discourses of fourth grade readers was examined. With one exception, a different matrix of processing behaviors were associated with the recall within the two disciplinary discourses. However, clauses read in a manner than maintained the author’s meaning, regardless of the existence of miscues, were positively correlated with local and global levels of comprehension on both discourse types. Interestingly, words read per minute, accuracy, reading levels as determined by the Qualitative Reading Inventory, and oral reading fluency as determined by DIBELS were unrelated to strong retellings.

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14

Reed, Deborah K., Kelli D. Cummings, Andrew Schaper, Devon Lynn, and Gina Biancarosa. "Accuracy in identifying students’ miscues during oral reading: a taxonomy of scorers’ mismarkings." Reading and Writing 32, no. 4 (August 13, 2018): 1009–35. http://dx.doi.org/10.1007/s11145-018-9899-5.

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15

Fields, Barry A., and Ann Kempe. "Corrective Feedback in Whole Language Teaching: Implications for Children with Learning Problems." Australasian Journal of Special Education 16, no. 2 (1992): 22–31. http://dx.doi.org/10.1017/s1030011200023976.

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Corrective feedback has long been regarded as an essential element in the teaching-learning process. There is, however, little agreement among educators as to what constitutes appropriate feedback. In reading instruction, views on error correction differ in relation to the perspective on reading adopted.In this study, the corrective feedback of whole language teachers was examined. The responses of teachers to a set of oral reading miscues were compared to recommended practices for whole language practitioners and to ideal feedback behaviour based on a review of the literature on effective teaching. This information was then used as a basis for examining both the strengths and limitations of whole language instruction for children who experience difficulty in learning to read.

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Noguerón-Liu, Silvia, Courtney Hokulaniokekai Shimek, and Chelsey Bahlmann Bollinger. "‘Dime De Que Se Trató/Tell me what it was about’: Exploring emergent bilinguals’ linguistic resources in reading assessments with parent participation." Journal of Early Childhood Literacy 20, no. 2 (April 23, 2018): 411–33. http://dx.doi.org/10.1177/1468798418770708.

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The purpose of this study was to explore the ways emergent bilingual first-graders draw on multiple linguistic resources during reading assessments and the participation of their Spanish-dominant parents in those assessments, as children engaged in English and Spanish retelling tasks. Informed by a translanguaging lens, sociopsycholinguistic and holistic approaches to reading and critical approaches to family literacy, the analysis centres on assessment sessions with two mother–child dyads whose children attended school in a relatively new migration setting. Primary data were drawn from four reading assessment sessions and audio-recordings over a 7-month period with each child, individual interviews and home visits with mothers, and field notes from research team members. The analysis examined linguistic patterns related to second-language approximations and code-switching in miscues and oral retellings. The analysis also includes coding of strategies and resources children used in their English and Spanish retelling of the same text, using their home language to retell the texts to their mothers. Findings illustrate that while children’s miscues may be shaped by their developing control of syntactic structures and new vocabulary, they draw from multiple language resources in English retellings, conveying their complex understandings of texts. We also found that the children negotiated translating and retelling for their parents in different ways, shaped by their family literacy practices. These involved co-construction of stories, a focus on accuracy and the paraphrasing and embellishing of stories and dialogue. Insights from this study highlight the complexity of pooled language resources in young children’s repertoires. Findings also document the situated nature of oral retelling at home, when parents engage children in the sharing and translating of English books in ways that align with existing roles, practices and goals. Implications for equitable literacy assessment in new migration contexts are discussed.

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McLaughlin, Ramona, and Cheryl Kamei-Hannan. "Paper or Digital Text: Which Reading Medium is Best for Students with Visual Impairments?" Journal of Visual Impairment & Blindness 112, no. 4 (July 2018): 337–50. http://dx.doi.org/10.1177/0145482x1811200401.

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Introduction The purpose of this study was to evaluate the differences in silent and oral reading speed, reading comprehension, and reading errors in two formats, large print paper and the iPad2, for students with visual impairments (that is, those who are blind or have low vision). Methods A single-subject alternating randomized treatment design was used with three participants. The intervention consisted of instruction on the use of an iPad. Data regarding reading speed, reading miscues, and comprehension were collected. Data were analyzed visually and descriptively. Results All participants demonstrated a slightly higher reading speed, equal comprehension rates, and decreased error rates using the iPad2 compared to paper. Discussion Results indicated that using an iPad for reading may have an effect on reading fluency and comprehension for students with low vision. Implications for practitioners Students with low vision, particularly those with more severe vision loss, may benefit from the use of electronic tablets that allow one to adjust font size, style, color, and contrast. Users should be taught how to manipulate the visual display of text and be allowed time to adjust to an electronic medium.

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18

Englert, Carol Sue, Troy V. Mariage, Adrea J. Truckenmiller, Julie Brehmer, Karen Hicks, and Courtney Chamberlain. "Preparing Special Education Preservice Teachers to Teach Phonics to Struggling Readers: Reducing the Gap Between Expert and Novice Performance." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 43, no. 3 (August 13, 2019): 235–56. http://dx.doi.org/10.1177/0888406419863365.

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In this study, the authors examine the learning of 48 preservice teachers (PSTs) taking a literacy course in special education and the primary-grade struggling readers they tutored in a field component of the course. The primary purpose of this exploratory study was to examine the effects of the course and tutoring on PSTs’ knowledge and preparedness to teach reading. In addition, the authors examine whether the phonics scores of their tutored students improved. The results showed that PSTs improved in their knowledge of literacy, self-confidence in teaching reading to struggling readers, and analyses of oral reading miscues. Their tutored students also improved significantly on measures of their phonics knowledge and performance. The authors of this study suggest that carefully designed literacy coursework with field experiences can help PSTs perform more like mature teachers when the literacy tools and instructional scripts for teaching phonics are made explicit and transparent. Implications and limitations are discussed.

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Francis, Norbert. "Nonlinear Processing as a Comprehension Strategy: A Proposed Typology for the Study of Bilingual Children's Self-corrections of Oral Reading Miscues." Language Awareness 13, no. 1 (March 2004): 17–33. http://dx.doi.org/10.1080/09658410408667083.

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Kabuto, Bobbie. "The Content and Purposes of Talk that Accompanies Oral Reading Events:Insights from a Mother-Daughter Case Study." Language and Literacy 14, no. 3 (November 30, 2012): 169. http://dx.doi.org/10.20360/g2mg65.

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This article investigates the substance and possible purposes of talk that accompanies oral reading events within a mother-daughter case study. The findings presented in this paper are from a case study that was part of a larger Family Retrospective Miscue Analysis study that assisted parents in becoming strategic partners who build on the strengths of their children when reading with them. This article presents the functions of talk that accompany oral readings, the insights gained about reading as a meaning-construction process, and how parents can benefit from listening to their children’s talk during oral reading sessions.

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Latham Keh, Melissa. "Understanding and Evaluating English Learners’ Oral Reading With Miscue Analysis." Journal of Adolescent & Adult Literacy 60, no. 6 (December 28, 2016): 643–53. http://dx.doi.org/10.1002/jaal.625.

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Haling, Linda, and Rebecca Spears. "Utilizing Retrospective Miscue Analysis Strategies With Fifth Grade Readers: Focus on Comprehension." LEARNing Landscapes 8, no. 2 (August 2, 2015): 189–211. http://dx.doi.org/10.36510/learnland.v8i2.704.

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The purpose of this action research endeavor was to change the culture of an accuracy view of reading to one of comprehension in a fifth grade classroom. The goal was to establish a common vocabulary and to revalue the process of reading. A constant comparative method of data analysis was used throughout the study to observe changes in students’ view of reading and use of miscue vocabulary. By the end of this study, students actively monitored comprehension, rather than trying to produce an oral reading event with 100% word accuracy.

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Percle, Amanda, Laura Arrington, Alan D. Flurkey, Holly Damico, Christine Weill, Jack Damico, and Ryan L. Nelson. "Illuminating the Complexity of Oral Reading Fluency: A Multiple Lens Approach." Literacy Research: Theory, Method, and Practice 69, no. 1 (July 2, 2020): 358–76. http://dx.doi.org/10.1177/2381336920937269.

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Oral reading fluency is recognized as an important variable associated with the assessment of reading proficiency. Frequently, fluency assessments distill a child’s overall reading fluency to a single numerical score. Even when multiple dimensions are considered, the processes informing the nuance of the reading fluency variations are ignored. In order to shed light on the issue, we use an instrumental case study approach to illuminate how a reader’s fluency varies within a passage. We describe the insight this variability provides to teachers and researchers interested in understanding how readers transact with print. Specifically, we apply a multiple lens approach to analyze one child’s oral reading fluency and address the question: What variables contribute to a reader’s fluency? We combine eye movement miscue analysis and Flurkey’s oral reading flow and compare these assessments to Rasinski’s well-established fluency instrument. This methodology led to the identification of six variables influencing oral reading fluency. Five of the influential factors could not be observed using the traditional fluency measure. These five variables illuminate the complexity of oral reading fluency and support greater understanding of a reader’s abilities. This strengths-based conceptualization of fluency offers supportive rather than subtractive insight into a reader’s fluctuations in oral reading fluency. Our findings highlight a need for professionals to more adequately consider the conceptualizations of oral reading fluency.

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24

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 (November 13, 2014): 179. http://dx.doi.org/10.17722/jell.v2i2.78.

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25

Park, Boon-Joo. "Analysis of Oral Reading through Retrospective Miscue in EFL University Students’ L1 and L2 Reading." Studies in Modern Grammar 96 (December 31, 2017): 213–33. http://dx.doi.org/10.14342/smog.2017.96.213.

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26

O'Brien, David G. "The relation between oral reading miscue patterns and comprehension: A test of the relative explanatory power of psycholinguistic and interactive views of reading." Journal of Psycholinguistic Research 17, no. 5 (September 1988): 379–401. http://dx.doi.org/10.1007/bf01067225.

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Ramadiro, Brian. "Reading in Two Languages: Evidence from Miscue Analysis." South African Journal of Childhood Education 2, no. 2 (December 30, 2012). http://dx.doi.org/10.4102/sajce.v2i2.13.

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This paper reports on the oral reading of five grade 2 to 6 isiXhosa (L1) speakers reading isiXhosa (L1) and English (L2) texts. It examines the readers’ oral reading miscues (or errors) to understand the extent to which these miscues constitute a language or a literacy problem in this group of readers. Conclusions are that (a) these readers read better in isiXhosa than in English; (b) they are not reading as well as they could be reading in isiXhosa; (c) isiXhosa reading difficulties appear to be related to poor teaching of literacy; (d) while English reading difficulties appear to be related to both poor teaching of literacy and to low levels of language proficiency in English, this is related to classroom practices but is also independent of it.

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Ali, Asem Shehadeh, and Khairunnisa Bint Bukhar. "أخطاء القراءة الجهرية باللغة العربية للطلبة الناطقين بالملايوية: دراسة وصفية تحليلية / Errors of Reading Aloud in Arabic among Malay learners: A descriptive and analytical study." مجلة الدراسات اللغوية والأدبية (Journal of Linguistic and Literary Studies) 7, no. 2 (October 6, 2016). http://dx.doi.org/10.31436/jlls.v7i2.400.

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ملخص البحث: تناول هذا البحث دراسة عملية القراءة باللغة العربية من وجهة نظر علم اللغة النفسي؛ حيث هدفت إلى الكشف عن أنواع أخطاء القراءة الجهرية لدى الطلبة الناطقين بالملايوية في قسم اللغة العربية وآدابها بكلية معارف الوحي والعلوم الإنسانية في الجامعة الإسلامية العالمية بماليزيا، ومعرفة مدى تمكّنهم من استخدام الإشارات اللغوية الثلاث - الإشارة الرمزية الصوتية، والإشاراة التركيبية، والإشارة الدلالية - أثناء قراءة النص العربي المشكّل بالحركات للوصول إلى الفهم والاستيعاب، وإظهار تأثير الاستجابات غير المتوقعة للنص العربي المكتوب في مستوى الاستيعاب القرائي. استخدمت الدراسة قائمة تحليل القراءة غير المتوقعة للنص المكتوب لجمع البيانات، تناول الباحثان الأخطاء الواقعة في قراءة المشاركات والدرجات المكتسبة في إعادة صياغة القصة واختبار الاستيعاب القرائي. أظهرت الدراسة أن الخطأ في الحذف كان أكثر الأنواع وقوعاً، ويليه الخطأ في الإبدال، ثم الخطأ في التكرار، وخطأ التنغيم، والخطأ في الإضافة. وأبرزت أيضا أن المشاركات قد اعتمدن كثيراً على الإشارة الرمزية الصوتية، وأنهن لم يستخدمن الإشارة التركيبية بشكل ممتاز، وأما مدى تمكّنهن من استخدام الإشارة الدلالية فكان متوسطاً، وتوصلت الدراسة إلى أن مستوى الاستيعاب للمشاركات لا يرتفع آلياً بانخفاض عدد الاستجابات غير المتوقعة، وكشفت عن أن الاستجابات غير المتوقعة ذات الجودة المنخفضة أدّت إلى فقدان تام للمعنى، ووجدت أن المشاركات قد واجهن المشكلات اللغوية خاصةً في قواعد النحو ومعاني المفردات. الكلمات المفتاحية: مفهوم القراءة- القراءة الجهرية- المستوى الدلالي- المستوى النحوي- المستوى الصرفي. Abstract: This study approached Arabic reading process from the psycholinguistic standpoint. It aimed at identifying the types of oral reading errors committed by Malay-speakers learners of Arabic language at the Department of Arabic Language and Literature, Kuliyyah of Islamic Revealed Knowledge and Human Sciences, International Islamic University Malaysia. The research addressed itself to the question of how these readers utilized the language cues- graphophonic, syntactic and semantic - to help them make sense of the vowelized Arabic text, and the question of how miscues affected reading comprehension. This study used Reading Miscue Inventory to gather information. The number of miscues made and the scores for the retellings and comprehension questions are patterned using Microsoft Excel program and are converted into percentages. The study indicated that the most common types of reading errors committed were omission, followed by substitution and repetition, and then intonation and insertion. The findings showed that most readers depended extensively on graphophonic cues, and were less efficient in using syntactic cues. Their use of semantic cues was moderate. Quantitative analysis of the miscues showed that although the number of oral reading miscues decrease, reading comprehension scores may not automatically improve. Qualitative analysis of the miscues indicated that the low quality miscues did not make sense in the context of the sentence. The study also revealed that learners have language problems especially in grammar and vocabulary. Keywords: Concept of Reading – Reading out loud – Semantic level – Syntactic level – Morphological level. Abstract: Kajian ini bertujuan untuk mendekati proses membaca dari sudut psikolinguistik dengan mengenalpasti jenis-jenis kesalahan bacaan yang dilakukan oleh pelajar Melayu di Jabatan Bahasa Arab dan Sastera, Fakulti IlmuWahyu dan Sains Kemanusiaan, UIAM. Kajian ini menangani persoalan untuk mengenalpasti cara para pembaca memanfaatkan isyarat-isyarat bahasa – bentuk tulisan, tatabahasa, semantic – untuk membantu mereka memahami teks bahasa Arab yang tidak berbaris; persoalan tentang kesan penggunaan isyarat yang salah yang mebawa kepada pemahaman bacaan yang salah akan turut diberikan perhatian. Kajian ini menggunakan Inventori Kesalahan memahami tanda bahasa dalam bacaan untuk mengumpul data. Kesalahan memahami tanda bahasa yang dilakukan, markah terkumpul untuk pengulangan bacaan dan soalan-soalan kefahaman direkodkan dengan Microsoft Excel sebelum ditukar kepada kadar peratusan. Dapatan kajian menunjukkan jenis kesalahan yang paling kerap ialah meninggalkan bacaan sesuatu, diikuti dengan menggantikan bacaan dengan bacaan lain, mengulangi bacaan seterusnya menggunakan intonasi dan memasukkan sesuatu dalam bacaan. Kajian juga mendapati kebanyakan pembaca banyak bergantung kepada tanda dan isyarat daripada bentuk tulisan dan amat kurang dalam menggunkan tanda atau isyarat daripada tatabahasa. Mereka agak sederhana dalam memanfaatkan tanda dan isyarat semantik. Kajian kuantitatif menunjukkan walaupun jumlah kesalahan bacaan disebabkan oleh salah memahami isyarat dan tanda ciri ciri tulisan, tatabahasa dan makna berkurangan, namun markah pemahaman tidak pula secara otomatiknya bertambah baik. Ia juga menunjukkan tanda atau isyarat yang lemah daripada ciri-ciri bahasa tidak dapat difahami dalam konteks sebenar sesuatu ayat. Turut disimpulkan ialah kelemahan para pelajar sendiri dalam aspek tatabahsa dan perbendaharaan kata. Kata kunci: Konsep bacaan – Bacaan Lantang – Peringkat Makna – Peringkat Tatabahasa - Peringkat Morfologi.

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Yeager C, Pelatti, and Guevara Sandra. "Investigating Oral Reading Miscues Produced by Students with Down Syndrome: A Descriptive Study." Journal of Down Syndrome & Chromosome Abnormalities 04, no. 01 (2018). http://dx.doi.org/10.4172/2472-1115.1000127.

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"Bilngual education/bilingualism." Language Teaching 37, no. 2 (April 2004): 136–38. http://dx.doi.org/10.1017/s026144480426222x.

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04–239Bradshaw, Julie (Monash University, Australia; Email: julie.bradshaw@arts.monash.edu.au) and Truckenbrodt, Andrea. Divergent orientations to Greek and its teaching in an Australian Greek school. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 6, 6 (2003), 439–57.04–240Francis, Norbert (Northern Arizona University, USA; Email: Norbert.Francis@nau.edu). Nonlinear processing as a comprehension strategy: a proposed typology for the study of bilingual children's self-corrections of oral reading miscues. Language Awareness (Clevedon, UK), 13, 1 (2004), 17–33.04–241Geary, D. Norman (Guizhou University, China; Email: norman_geary@sil.org) and Pan, Yongrong. A bilingual education pilot project among the Kam people in Guizhou province, China. Journal of Multilingual and Multicultural Development (Clevedon, UK), 24, 4 (2003), 274–89.04–242Kenner, Charmian, Kress, Gunther, Al-Khatib, Hayat, Kam, Roy, and Tsai, Kuan-Chun (Institute of Education, U. of London, UK; Email: ck@mariposa.u-net.com). Finding the keys to biliteracy: how young children interpret different writing systems. Language and Education (Clevedon, UK), 18, 2 (2004), 124–44.04–243Kyeyune, Robinah (Makerere U., Uganda). Challenges of using English as a medium of instruction in multilingual contexts: a view from Ugandan classrooms. Language, Culture and Curriculum (Clevedon, UK), 16, 2 (2003), 173–84.04–244Muller, Alexandra and Beardsmore, Hugo Baetens (Vrije U. Brussel and U. Libre de Bruxelles; Email: hbb@skynet.be). Multilingual interaction in plurilingual classes – European school practice. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 1 (2004), 24–42.04–245Wiese, Ann-Marie (West Ed, USA; Email: awiese@wested.org). Bilingualism and biliteracy for all? Unpacking two-way immersion of second grade. Language and Education (Clevedon, UK), 18, 1 (2004), 69–92.04–246Wright, Wayne E. (Arizona State U., USA; Email: wayne.wright@asu.edu). What English-only really means: a study of the implementation of California language policy with Cambodian-American students. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 1 (2004), 1–23.

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Qiuyan, Yan, and Wang Junju. "Investigating the Miscue-reflected EFL Oral Reading Process: A Case Study." Chinese Journal of Applied Linguistics 34, no. 2 (January 2011). http://dx.doi.org/10.1515/cjal.2011.015.

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