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Proquest Dissertations An integrated view of context: Implications of miscue analysis Item Type text; Dissertation-Reproduction (electronic) Authors Brown, Joel Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 04/10/2021 14:32:08 Link to Item http://hdl.handle.net/10150/289333 INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, begiiming at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zeeb Road, Ann Aibor MI 48106-1346 USA 313/761-4700 800/521-0600 AN INTEGRATED VIEW OF CONTEXT: IMPLICATIONS OF MISCUE ANALYSIS by Joel Brown Copyright © Joel Brown 1997 A Dissertation Submitted to the Faculty of the DEPARTMENT OF LANGUAGE, READING, AND CULTURE In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY WITH A I'iAJOR IN READING In the Graduate College THE UNIVERSITY OF ARIZONA 1997 UMI NtJiaber; 9729533 Copyright 1997 by Brovm, Joel All rights reserved. UMI Microform 9729533 Copyright 1997, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 1 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Final Examination Committee, we certify that we have read the dissertation prepared by Joel Brown entitled An Integrated View of Context; Implications of Miscue Analysis and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy J / Yetta Goodman Cjate ' 7 yj -^ ~ / / Kenneth Goodman Date Luis Moll / Date Final approval and acceptance of this dissertation is contingent upon the candidate's submission of the final copy of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. / / L^itkzU ufr<uj /'. 7 Di-Syfeertation Director Dare / Yetta Goodman STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at The University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED / 4 ACKNOWLEDGMENTS There are many to whom I owe much. I would like to thank Geane Hanson for her inspiration, Rosi Andrade for her grace and conscience, and Sarah and Caitlyn Costello for their energy and the goal of appreciation. Debra Jacobson has been invaluable in support and camaraderie. And Paul Crowley has given good advice. I would like to thank Dr. Margaret Humadi and Dr. James Quisenberry, without whom the origin would have been missed. And Drs. Kenneth and Yetta Goodman and Dr. Luis Moll, who have been supportive of my risk taking and who provided the insights into reading and learning upon which this work is based. I would also like to acknowledge the considerable contributions of Erica G. Martinez and Samantha J. Skaggs, who have continually reminded me to keep my feet on the ground. Others who have contributed are those who have been inspirational through their enlightened work with children and who it has been a privilege to know: Kathy Lohse, Irene Rodriguez, Caryl Crowell, Karen Bailey, Kay Rukasin, and one greatly responsible for an outstanding environment for children. Dr. Bob Wortman. 5 TABLE OF CONTENTS LIST OF FIGURES 10 ABSTRACT 11 1. THE RESEARCH PERSPECTIVE 12 Note on Treatment as Epistemological 15 Research Questions 18 Background 19 The Nature of the Discussion 20 Notes on Terminology Used 22 Definitions 24 Synopsis of Chapters 28 More Than Meets the Eye: The Implicit Problem of Context 28 Research: The Explicit Problem of Context. .29 A Continuum View of Research Interests 29 Miscue Data and the Continuum 30 The Problem of Invariants 31 A General Critique of Invariants 33 A Continuum View of Quantitative and Qualitative Research 33 The Objective Invariant and the Individual. ..34 Subjective Invariance and the Individual ... .35 Ambiguity and Indefiniteness 36 Cognition as Individuation 38 Categorization and Experience 39 Historical Observations 39 Conclusion 39 2. MORE THAN MEETS THE EYE: THE IMPLICIT PROBLEM OF CONTEXT 42 The Irony of a Broad View of Reading 42 What Reading Is and What Reading Does 44 Miscue Analysis 52 A Broadened View of Reading 55 Implicit Contexts of Research 58 Problems of Implicit Context 59 Instruction and Instructional Contexts . .61 The Dilemma of Good Or Poor Readers 65 Tests and inventories 67 Accuracy, Comprehension and the Vernacular 67 3. RESEARCH: THE EXPLICIT PROBLEM OF CONTEXT 70 A Review of the Problem of Context 72 Early Recognition of Contextual Influences . .72 Problematic Studies of Context 75 Schatz and Baldwin 75 6 TABLE OF CONTENTS - Continued The Nicholson Studies 80 Gough, Alford/ and Holley-Wilcox 81 A History of Context Cues 85 Background for the Integration of Factors: A Continuum 88 4. A CONTINUUM VIEW OF RESEARCH INTERESTS 96 The Continuum of Reading Factors 99 A Note on the Placement of Physical Limitation 101 Engagement as the Basic Act of Contexting 103 Observations via the Continuum 106 An Example of Logistical Influences at Narrow Context Levels 106 Confusion in visual Representations of Context . 110 Inconsistencies of Later Representations . 118 On Weighting the Factors involved 121 5. MISCUE DATA AND THE CONTINUUM 124 Mis cue Analysis and the Continuum 124 The Continuum and the Cueing Systems 127 A Theoretical Presentation of Language Potentials 129 Examples of Language Potentials 134 Graphophonic Potentials 134 Syntactic Potentials 137 In Context Or Random 142 The Weight On Meaning 143 Oral Parameters to Accuracy 145 Error and the Reader 148 Conclusion 148 6. THE PROBLEM OF INVARIANTS 150 The Narrow-to-Greater Inter-Level Relationship. .150 The Inter-Level Relationship and Research. 151 Greater Contextual Nullification 153 The Inter-Level Relationship and Fads .... 156 Epistemological Involvement 158 Invariants and Research Concepts 159 The Problem with Invariants 161 Invariants at Narrow Levels of Context .... 162 Examples of Greater Contextual Invariants. 164 Interpretations of Psychotherapy 165 Schema as Invariant 167 Repetition as an Example of invariance . 174 Other Examples of Invariants 176 Other Critiques of Conceptual Invariants ... 177 TABLE OF CONTENTS - Continued 7. A GENERAL CRITIQUE OF INVARIANTS 182 Research Responses to Invariants 184 Epistemological Critique of Invariants: Accuracy as Covert Holism 186 Invariants and Mathematical Identity 187 Accuracy, Competency and the Researcher's "Reflection" 189 Text Levels as Ideal 191 Text as Pre-Existent 192 The Accuracy Thesis in Education 194 Idealism and Education 196 Idealism and the Reader 197 Consequences on Students and Community 199 Social Consequences of Classical Research 203 Consequences Regarding Research 204 On Research Ignoring the Reader 208 On Ignoring the Researcher 210 Research Concepts as Researcher "Reflections". 213 Idealization of Research 216 Idealization of the Researcher 218 8. A CONTINUUM VIEW OF QUANTITATIVE AND QUALITATIVE RESEARCH 222 Insights into Research 224 The Continuum and Progression in the Invention of Research 226 Context Recognition and Relativity: The Inter-Level Relationship 230 Invariance in the Qualitative Perspective 232 Context and Progression in the Research Perspectives 234 Contexting the Consumer 235 Reflections of Research Designs 237 9. THE OBJECTIVE INVARIANT AND THE INDIVIDUAL 241 The Individual and (Objective) Conceptual Invariants 242 Invariants and Individual Perception 251 The Individual and the Perceptual Whole. 253 Causality and the Perceptual Whole 254 The Differentiated versus The Undifferentiated 256 Individual Capability in Piaget and Vygotsky
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