Miscue Analysis: A Critical Review

1979 ◽  
Vol 11 (2) ◽  
pp. 163-175 ◽  
Author(s):  
Karen L. Wixson
Keyword(s):  
Oral Reading ◽  
Critical Review ◽  
Normative Data ◽  
Instructional Method ◽  
Complex Interaction ◽  
Miscue Analysis ◽  
Reading Miscues

Miscue analysis procedures are becoming increasingly popular for both research and evaluation purposes. Although there are no normative data available to guide the interpretation of a reader's oral reading miscues, there are a number of studies which may be used for this purpose. However the evidence also suggests that miscue patterns are subject to considerable variation as a function of a complex interaction among several factors including instructional method, the reader's background, skills, and purpose for reading, and the nature and content of the written material. The information reported to date suggests that both the assumptions underlying miscue analysis and the procedures used to analyze miscues require additional rigorous empirical explication and validation.

scholarly journals Reading in Two Languages: Evidence from Miscue Analysis

2012 ◽  
Vol 2 (2) ◽  
Author(s):  
Brian Ramadiro
Keyword(s):  
Language Proficiency ◽  
Oral Reading ◽  
Classroom Practices ◽  
Reading Difficulties ◽  
Miscue Analysis ◽  
English Reading ◽  
Low Levels ◽  
Reading Miscues ◽  
Poor Teaching

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.

Varia: Attribution, predication, apposition – Part second

Proglas ◽  
2020 ◽  
Vol 29 (2) ◽  
Author(s):  
Anton Getsov ◽  
◽  
◽  
Keyword(s):  
Critical Review ◽  
Complex Interaction ◽  
The Other ◽  
Main Argument ◽  
Other Hand ◽  
Grammatical Relation ◽  
The Status ◽  
Syntactic Status ◽  
The One ◽  
Syntactic Relations

The paper is part of a series of publications that set out to examine various aspects in the analysis of appositive constructions. The purpose of this particular study is to reveal the multidimensional, diverse, and complex interaction between three types of syntactic relations – attributive, predicative, and appositive. The study offers a critical review of various theories on the status of the grammatical relation between the components of non-detached (close) appositive constructions. The main argument of this paper is that determining this status, on the one hand, is a function of the morphological and semantic characteristics of the components of the construction, while, on the other hand, it determines their syntactic status.

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.

The Relative Effectiveness of Reading in Large Print and with Low Vision Devices for Students with Low Vision

1992 ◽  
Vol 86 (1) ◽  
pp. 48-53 ◽  
Author(s):  
A J. Koenig ◽  
C.A. Layton ◽  
D.B. Ross
Keyword(s):  
Oral Reading ◽  
Low Vision ◽  
Relative Effectiveness ◽  
Multidisciplinary Teams ◽  
Case Study Approach ◽  
Reading Behaviors ◽  
Study Approach ◽  
Working Distance ◽  
Reading Miscues

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.

scholarly journals Romanian normative data for oral reading fluency

2018 ◽  
Vol IV (2) ◽  
pp. 3-11
Author(s):  
Carolina Bodea Hațegan ◽  
Dorina Anca TALAȘ ◽  
Raluca Nicoleta TRIFU
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Normative Data ◽  
Oral Reading Fluency

scholarly journals Miscue analysis: A glimpse into the reading process

2018 ◽  
Vol 5 (1) ◽  
pp. 12-24 ◽  
Author(s):  
Che Ton binti Mahmud ◽  
Revathi Gopal
Keyword(s):  
Qualitative Research ◽  
Oral Reading ◽  
Research Method ◽  
Reading Aloud ◽  
Descriptive Statistics ◽  
Reading Process ◽  
Miscue Analysis ◽  
Average Ability ◽  
Reading Accuracy ◽  
Word Level

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.

scholarly journals Reading Fluency: Normative Data For Romanian Speaking Population

2018 ◽  
Vol 2 (7) ◽  
pp. 105
Author(s):  
Carolina Bodea Hategan ◽  
Dorina Talas ◽  
Carmen Costea-Bărluțiu ◽  
Raluca Trifu
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Normative Data ◽  
First Grade ◽  
Intervention Programs ◽  
Students At Risk ◽  
School Year ◽  
New Perspective ◽  
And Training ◽  
Study Offer

<p><strong>Abstract</strong></p><p>The purpose of this study was to establish reading fluency norms for first grade students at the end of the school year in Romanian language using PEAFC (Proba de evaluare şi antrenare a fluenţei în citire/ The Assessment and Training of Reading Fluency Instrument, Bodea Haţegan &amp; Talaş, 2014). A representative sample of 1977 first grade students (with ages between 7 and 8 years old) was assessed, girls (N<sub>g</sub>=954) and boys (N<sub>b</sub>=1023), from different counties from Romania (N<sub>c</sub>=11), attending rural (N<sub>r</sub>= 385) and urban (N<em>u</em>=1592) elementary schools. Oral reading fluency norms were established on the linguistic structure of the words (monosyllabic, disyllabic, three syllable words and text words). The results of this study offer a new perspective on the reading fluency levels at the end of the first grade</p><p>and will help the teachers and the specialists to identify students at risk for dyslexia and to start effective early intervention programs to improve reading fluency.</p><p> </p>

Effects of Corrective Feedback on Comprehension Skills of Remedial Students

1981 ◽  
Vol 13 (2) ◽  
pp. 131-143 ◽  
Author(s):  
Darlene Pany ◽  
Kathleen M. Mccoy ◽  
Ellen E. Peters
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Corrective Feedback ◽  
Skill Level ◽  
Miscue Analysis ◽  
Remedial Students ◽  
Reading Errors ◽  
Comprehension Skills ◽  
Dependent Variables ◽  
Story Retell

The purpose of this study was to examine the effect of Corrective Feedback during oral reading on reading comprehension performance. A total of 34 students were classified by reading skill level into two groups: Primary (skill range 1.5–3.0) and Intermediate (skill range 3.5–5.5). Within each group half of the students were randomly assigned to either a Corrective Feedback condition or to a No Correction condition. Four dependent variables were obtained from the results of a miscue analysis, story retell, comprehension questions and oral reading errors. Few significant differences occurred between students' comprehension performance at either skill level under either condition. Overall comprehension performance was good under both conditions. The results of this study do not support the position that corrective feedback is detrimental to reading comprehension.

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