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.

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 An Analysis of Reading Miscues in Three Genres of English Texts for Junior High School Students

2019 ◽  
Vol 7 (3) ◽  
pp. p308
Author(s):  
Ting-Fang K. Jin
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Oral Reading ◽  
Meaning Construction ◽  
Repeated Measure ◽  
School Students ◽  
English Reading ◽  
The Individual ◽  
Relationship Of ◽  
Reading Miscues

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.

EFFECTS OF LANGUAGE AND PRIOR KNOWLEDGE LEVELS ON HYPERTEXT READING COMPREHENSION

2020 ◽  
Author(s):  
Kshema Jose
Keyword(s):  
Reading Comprehension ◽  
Prior Knowledge ◽  
Language Proficiency ◽  
Language Competence ◽  
Additional Information ◽  
Reading Order ◽  
Low Levels ◽  
Online Texts ◽  
Characteristic Features ◽  
Better Than

<p>This study observed how two hypertext features – absence of a linear or author-specified order and availability of multiple reading aids – influence reading comprehension processes of ESL readers. Studies with native or highly proficient users of English, have suggested that readers reading hypertexts comprehend better than readers reading print texts. This was attributed to (i) presence of hyperlinks that provide access to additional information that can potentially help overcome comprehension obstacles and (ii) the absence of an author-imposed reading order that helps readers exercise cognitive flexibility. An aspect that remains largely un-researched is how well readers with low language competence comprehend hypertexts. This research sought to initiate research in the area by exploring the question: Do all ESL readers comprehend a hypertext better than a print text?</p> <p>Keeping in mind the fact that a majority of readers reading online texts in English can be hindered by three types of comprehension deficits – low levels of language proficiency, non-availability of prior knowledge, or both – this study investigated how two characteristic features of hypertext, viz., linking to additional information and non-linearity in presentation of information, affect reading comprehension of ESL readers. </p> <p>Two types of texts that occur in the electronic medium – linear or pre-structured texts and non-linear or self-navigating texts, were used in this study. Based on a comparison of subjects’ comprehension outcomes and free recalls, text factors and reader factors that can influence hypertext reading comprehension of ESL readers are identified. </p> Contradictory to what many researchers believe, results indicate that self-navigating hypertexts might not promote deep comprehension in all ESL readers.

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.

Digital Storytelling and Oral Fluency in an English Reading Class at a Japanese University

2012 ◽  
Vol 2 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Midori Kimura
Keyword(s):  
Nursing Students ◽  
Reading Fluency ◽  
Oral Reading ◽  
Digital Storytelling ◽  
Teaching Method ◽  
Still Images ◽  
Oral Fluency ◽  
Japanese University ◽  
Japanese Students ◽  
English Reading

The purpose of this study is to examine the effectiveness of digital storytelling (DST) in improving oral reading fluency by using the preview function of the software Photo Story 3. This application easily handles the recording and revising of a narration, which is an essential part of oral reading. DST is the art of telling stories through the use of various multimedia, such as text, still images, audio, and video. DST combines the functions of visualizing and verbalizing, which are essential for language comprehension and thinking from the perspective of cognitive neuroscience. The participants were 35 Japanese nursing students in Japan, who carried out DST utilizing nursing episodes from a textbook. Undertaking DST enabled the participants to learn to read deeply, visualize the story, and enjoy verbalizing their interpretation of the context, which is a skill lacking in most Japanese students due to the reading/translation teaching method.

scholarly journals THE ENGLISH READING HABITS OF GRADUATE STUDENTS AT DALIAN UNIVERSITY OF TECHNOLOGY, CHINA

2021 ◽  
Vol 38 ◽  
pp. 269-280
Author(s):  
Muhammad Farshad Panhwar ◽  
Uzma Murad Panhwar ◽  
Abida Siddiqui
Keyword(s):  
Graduate Students ◽  
University Students ◽  
Language Proficiency ◽  
English Language ◽  
Likert Scale ◽  
Reading Habits ◽  
English Reading ◽  
University Of Technology ◽  
Attitudes Towards Reading

The study is set to know, analyze, and finally realize the reading habits of the students at Dalian University of Technology (DUT), specifically the English language (L2). The study aims to find out the reading habits of the students. Five-point Likert scale questionnaire was made to investigate the participants’ general attitudes towards reading and their reading preferences. 12000 questionnaires were distributed out of which 641 were returned after being filled in. The data collected through the questionnaire were analyzed using SPSS Statistics 20 program. It is made out of the conducted survey that the students at DUT have healthy reading habits and their attitude towards reading is positive. Moreover, it is made out that the reading habits of the students have a remarkable impact on their academic performances. The research in the end has made some suggestions and recommendations to foster reading habits and attitudes among university students for better language proficiency.

scholarly journals Use of questioning strategy to facilitate students’ reading comprehension in Taiwan

2019 ◽  
Vol 9 (2) ◽  
pp. 217-230
Author(s):  
Ike Irawati
Keyword(s):  
College Student ◽  
Qualitative Study ◽  
Language Proficiency ◽  
Strategy Instruction ◽  
Reading Performance ◽  
Instructional Materials ◽  
Miscue Analysis ◽  
Proficiency Level ◽  
Post Test ◽  
Studio Classroom

This study investigates individual differences arising from strategy instruction, questioning strategy, based on the problems found through miscue analysis. This qualitative study also investigates students’ motivation toward the strategy taught. The participants were a college student in Taiwan, consisted of one high-achieving student and one low-achieving student. Both were on the same language proficiency level (level C). They were asked to complete miscue pre and post-test and took eight meetings of tutorials (four meetings for teacher-generated questions and four meetings for student-generated questions). An interview was also conducted to find out their motivation toward the strategy. The instructional materials were taken from an English magazine specially designed for Taiwanese, called Studio Classroom. Results indicated that the strategy did not work well in both students as their motivation interfered their reading performance. This study concludes that the strategy works better in higher motivation student. Since motivation affects students' reading performance, therefore, this study suggests that raising students' motivation in the teaching process is crucial to reach better reading performance.

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