Reading ability and text difficulty as influences on second graders' oral reading errors.

1984 ◽  
Vol 76 (2) ◽  
pp. 330-341 ◽  
Author(s):  
Janet Blaxall ◽  
Dale M. Willows
Keyword(s):  
Oral Reading ◽  
Reading Ability ◽  
Second Graders ◽  
Text Difficulty ◽  
Reading Errors

Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin Reading and the Shared Book Experience

1996 ◽  
Vol 28 (2) ◽  
pp. 201-225 ◽  
Author(s):  
J. Lloyd Eldredge ◽  
D. Ray Reutzel ◽  
Paul M. Hollingsworth
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Experimental Studies ◽  
Second Graders ◽  
Round Robin ◽  
Shared Reading ◽  
Book Reading ◽  
Reading Practices ◽  
Basal Readers ◽  
Reading Errors

This study compared the effectiveness of two oral reading practices on second graders' reading growth: shared book reading and round-robin reading. The results indicated that the Shared Book Experience was superior to round-robin reading in reducing young children's oral reading errors, improving their reading fluency, increasing their vocabulary acquisition, and improving their reading comprehension. An analysis of the primary-grade basal readers submitted for adoption in 1993 revealed that most had incorporated “shared reading” into their instructional designs. Before “shared reading,” the common practice was “individual reading,” and although the authors of basals did not recommend it, round-robin oral reading was widely used. Although the Shared Book Experience had been widely used in schools prior to its inclusion in basal designs, there were no experimental studies supporting it. The findings of this study are discussed and related to these classroom practices and trends.

scholarly journals A Qualitative Analysis of Oral Reading Errors of Reflective and Impulsive Second Graders: A Follow-Up Study

1975 ◽  
Vol 7 (3) ◽  
pp. 269-281 ◽  
Author(s):  
Joyce Hood ◽  
Janet Ross Kendall
Keyword(s):  
Reading Instruction ◽  
Oral Reading ◽  
Second Graders ◽  
Second Grade ◽  
Basal Reader ◽  
Reading Errors ◽  
Extreme Groups ◽  
Matching Familiar Figures Test ◽  
Midwestern City

This study investigates differences between reflective (REF) and impulsive (IMP) second-graders in number and category of oral reading errors and their correction. Kagan's Matching Familiar Figures test (MFF) was employed in selecting extreme groups of 25 REF and 25 IMP Ss from all 166 second-graders in one midwestern city using the same second-grade basal reader for reading instruction. The Ss' oral reading and their answers to questions over two stories (of second- and third-grade readability levels) were audio-tape-recorded. Five scorers were trained to code the oral reading errors. The scores for each error category were based on the combined stories, and were means of the errors coded by the five scorers. Reliabilities of error scores ranged from .84 to .99. Results indicate: (a) more REF than IMP Ss with low error scores but insignificant differences in mean number of errors, (b) proportionately more graphically similar errors for REF than for IMP Ss but no significant differences in any other category, (c) more corrections by REF Ss overall and within the categories of graphically dissimilar errors and errors appropriate to the preceding but not the following context, (d) no significant differences between REF and IMP Ss in number of repetitions, rate of reading, nor in comprehension scores.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

The IRI and RMI Diagnostic Concepts Should Be Synthesized

1974 ◽  
Vol 6 (2) ◽  
pp. 183-194 ◽  
Author(s):  
Leon E. Williamson ◽  
Freda Young
Keyword(s):  
Oral Reading ◽  
First Grade ◽  
Fifth Grade ◽  
Intuitive Knowledge ◽  
Grammatical Function ◽  
Reading Behavior ◽  
Intermediate Grade ◽  
Reading Errors ◽  
Instructional Level ◽  
Knowledge Of Language

Thirty intermediate-grade subjects, who by the Informal Reading Inventory (IRI) criteria demonstrated in basal materials a fifth grade instructional level in reading, used their intuitive knowledge of language, when reading, as effectively as Biemiller and Weber found first-grade subjects using theirs. These subjects' miscues were analyzed according to concepts set forth in the Reading Miscue Inventory (RMI) which are very similar to the ideas used by Biemiller and Weber. Subjects' performances demonstrated that reading behavior is different when reading at the instructional and frustrational levels. When reading at the frustrational level, subjects tended to adhere more closely to the sound and graphic materials represented in the text than when reading at their instructional level. Miscues made at the frustrational level had a higher frequency of having the same grammatical function as that intended in the text than when reading at the instructional level. Grammatical and semantic miscues acceptable to a paragraph or the whole text are more apt to occur at the instructional level of reading. Grammatical and semantic miscues acceptable only in the sentence or phrase in which they occur are produced more often when reading at the frustrational level. The RMI concepts are very powerful for analyzing oral reading errors made within the boundary set by IRI concepts. The concepts in these two techniques should be synthesized.

scholarly journals Miscue Analysis of Oral Reading Among Non-Proficient Malaysian ESL Learners

2014 ◽  
Vol 2 (2) ◽  
pp. 179-185
Author(s):  
Adeena Deepa Ramakrishna Pillai ◽  
Shamala Paramasivam
Keyword(s):  
Oral Reading ◽  
Reading Ability ◽  
Direct Method ◽  
Multiple Choice ◽  
Miscue Analysis ◽  
Multiple Choice Questions ◽  
Microsoft Excel ◽  
Reading Material ◽  
Complex Words ◽  
Esl Learners

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.

A phonological exploration of oral reading errors

1981 ◽  
Vol 2 (4) ◽  
pp. 353-367 ◽  
Author(s):  
Eve K. Mościcki ◽  
Paula Tallal
Keyword(s):  
Oral Reading ◽  
Distinctive Feature ◽  
Position Effect ◽  
Beginning Readers ◽  
Final Position ◽  
Distinctive Features ◽  
Stimulus Response ◽  
Reading Errors

ABSTRACTYounger readers, mean age 6;11, and older readers, mean age 8;7, matched on IQ and SES, read 18 consonant phonemes embedded in nonsense CVCs. Results indicated that (a) within groups, younger readers made significantly more errors on digraphs than graphs; (b) younger readers made significantly more errors on graphs in the final position; (c) there was no position effect for either group in reading digraphs. Analysis of errors based on the number of distinctive features shared within stimulus-response pairs revealed that (a) on graphs, both groups made significantly more errors that shared two distinctive features; (b) on digraphs, the majority of errors for younger readers shared one distinctive feature; (c) the predominant strategy on digraphs for both groups was to read one letter. These findings demonstrate that most oral reading errors produced by beginning readers are not random, but rather are systematically related to the stimulus.

scholarly journals Spanish Language Interference with Acoustic-Phonetic Skills and Reading

1975 ◽  
Vol 7 (2) ◽  
pp. 187-196 ◽  
Author(s):  
Grover C. Mathewson ◽  
Denise M. Pereyra-Suarez
Keyword(s):  
Ethnic Group ◽  
Mexican American ◽  
Reading Ability ◽  
Strong Relationship ◽  
Reading Skill ◽  
Second Graders ◽  
Reading Level ◽  
Spanish Language ◽  
Interference Test

The effects of Spanish language interference with auditory conceptualization and reading were studied in second graders. It was predicted that (a) Mexican-American Ss receive lower auditory conceptualization scores on a Spanish interference test than on a noninterference test, (b) degree of interference is positively related to reading ability among Mexican-American Ss, and (c) auditory conceptualization is positively related to reading level, regardless of ethnic group. The findings supported predictions (a) and (c), but not (b). It was concluded that though auditory conceptualization is strongly related to reading, Spanish language interference with auditory conceptualization does not extend to reading skill. In addition, caution concerning interpretation of auditory conceptualization scores was urged in the light of their strong relationship with SES.

Sign in / Sign up

Export Citation Format

Share Document