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Oral Miscues in Struggling Readers Taylor Goodpaster Indiana University - Purdue University Fort Wayne Indiana University - Purdue University Fort Wayne Opus: Research & Creativity at IPFW 2015 IPFW Student Research and Creative IPFW Student Research and Creative Endeavor Endeavor Symposium Symposium 3-22-2015 Oral Miscues In Struggling Readers Taylor Goodpaster Indiana University - Purdue University Fort Wayne Follow this and additional works at: http://opus.ipfw.edu/stu_symp2015 Part of the Communication Commons Recommended Citation Goodpaster, Taylor, "Oral Miscues In Struggling Readers" (2015). 2015 IPFW Student Research and Creative Endeavor Symposium. Book 27. http://opus.ipfw.edu/stu_symp2015/27 This is brought to you for free and open access by the IPFW Student Research and Creative Endeavor Symposium at Opus: Research & Creativity at IPFW. It has been accepted for inclusion in 2015 IPFW Student Research and Creative Endeavor Symposium by an authorized administrator of Opus: Research & Creativity at IPFW. For more information, please contact [email protected]. Oral Miscues in Struggling Readers Taylor Goodpaster Department of Communication Sciences & Disorders Indiana University-Purdue University Fort Wayne Abstract This study seeked to examine and evaluate oral miscues in struggling readers. All participants in the study took Results part in a five-week reading camp at Indiana University-Purdue University Fort Wayne. At the onset of the Results of the study showed that there was no significant change in the percentage of overall miscues, Discussion camp the children were asked to read an unfamiliar text. Transcripts of the texts were made, and miscues were Literacy is a highly valued tool used to construct meaning. Because of this, it is important to have an accurate and syntactically acceptable miscues, semantically acceptable miscues, or high quality miscues. During recorded on the transcripts. Miscues were evaluated for syntactic acceptability and semantic acceptability. fair way to evaluate reading abilities. Many schools use a phonics based approach when they evaluate the literacy re-telling all children demonstrated knowledge of an unfamiliar text, indicating that miscue analysis Type of miscue was also recorded and separated into categories: substitution, omission, successful correction, abiliites of a child. Children in the LLP demonstrated knowlege of plot, characters, and setting of an unfamiliar story may not have been the best method of describing reading progress in struggling and emerging readers. and unsuccessful correction. The hypothesis tested is that the children would make less overall miscues and despite their inability to read fluently; they were able to create meaning out of a text without being able to sound out more high quality miscues at the end of the reading camp than they did at the beginning of the camp. Results strings of letters fluently. In their own way, each child read an unfamiliar story succesfully. The results demonstrate of the study showed that there was no significant change in the percentage of overall miscues, syntactically that all children learn to read differently and that a variety of instructional techniques and evaluation methods should acceptable miscues, semantically acceptable miscues, or high quality miscues. During re-telling all children 100.00% Results of Miscue Analysis Before the LLP be used to evaluate reading. demonstrated knowledge of an unfamiliar text, indicating that miscue analysis may not have been the best method of describing reading progress in struggling and emerging readers. 90.00% Keywords: miscue analysis, struggling readers 80.00% Conclusion 70.00% The LLP took place at IPFW. Before and after the LLP diagnostics were given to the participants to determine their 60.00% reading ability. Semantic acceptability, syntactic acceptability, and meaning change were examined. The hypothesis Syntactically Accpetable tested is that the children would make less overall miscues and more high quality miscues at the end of the reading 50.00% The Language and Literacy Project Semantically Acceptable camp than they did at the beginning of the camp. Results of the study showed that there was no significant change in Meaning Change The language and literacy project (LLP) was a summer reading camp for children ages 6-10. The duration of the 40.00% the percentage of overall miscues, syntactically acceptable miscues, semantically acceptable miscues, or high quality LLP was two hours a day, four days a week, and lasted five consecutive weeks. Undergraduate students in the 30.00% miscues. Each child retold a story during both diagnostic sessions. The retelling of the story did not show improve- Department of Communication Sciences and Disorders at Indiana University-Purdue University Fort Wayne ment, but it showed that the children were making meaning from the text despite errors in fluency. These results served as reading buddies to the children and were supervised by two licensed speech-language pathologists. 20.00% suggest that reading is more than accurate decoding of a text. It demonstrates that students can still understand a 10.00% story without being able to pronounce every word in the text. Furthermore, it gives support for a teaching approach During the LLP children were encouraged to read for meaning using a whole language approach. Techniques to reading that is diverse and values reading comprehension over reading decoding. that were utilized included taking a book-walk through a story before reading and skipping an unknown word 0.00% Participant 1 Participant 2 Participant 3 in the text. The children were also encouraged to predict what would happen next in the story. 100.00% Results of Miscue Analysis After the LLP 90.00% 80.00% References Miscue Analysis Goodman, K. (1994). Reading, writing, and written texts: A transactional sociopsycholinguistic view. Theoretical A miscue analysis was used as a diagnostic tool. The children were asked to read an unfamiliar text aloud 70.00% models of processes of reading (4th ed., 1093-1130). International Reading Association. to the examiner. When the children were finished reading they were asked to re-tell the story. Transcripts 60.00% Scholes, R. (1998). The case against phonemic awareness. Journal of Research in Reading, 21(3), 177-188. of the texts were prepared, and miscues were recorded on them. A miscue occurred when a child said Syntactically Acceptable 50.00% something that was not written in the text. Miscues were evaluated for syntactic acceptability and semantic Semantically Acceptable Meaning Change acceptability. Type of miscue was also recorded and separated into categories: substitution, omission, suc- 40.00% cessful correction, and unsuccessful correction. The hypothesis tested is that the children would make less 30.00% overall miscues and more high quality miscues at the end of the reading camp than they did at the begin- Acknowledgments 20.00% ning of the camp. Special thanks to Pam Britton Reese, Ph.D., CCC-SLP and the Department of Communication Sciences and 10.00% Disorders 0.00% Participant 1 Participant 2 Participant 3 .
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