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EDRS Umce MF01/PC06 Plus Postage DOCUMENT RESUME (.) ED 198 744 FL 012 220 AUTHOR Hudelson, Sarah, Ed. TITLE Learning to Read in Dif,cerent-Languages.Linguistics and Literacy-Series:1. Papers in.Applied Linguistics. INSTITUTION Center for Applied Linguistics, Washington,D.C. FEPORT NO -ISBN-0-37281-113-2 PUE .DATE Jan 31 NOTE 14410. AVAILABLE FROM Center for Applied Linguistics, 3520Prospect Street, N.W., Washington, DC 20007 ($7.95) EDRS umcE MF01/PC06 Plus Postage. DESCRIPTORS Adults: Bilingualism: Case Studies:Children: Contrastive Linguistics: Deafness: English: :English -(Second Language): Error Analysis(Language): German: Oral Reading: Polish: Psycholinguistics:*Reading: Reading. Ability: *Reading Processes:Reading Research: Second Language Learning: SpaniSh: Vietnamese 1ABSTRACT t,- The following paper's, on acquisition ofreading skills are .included:. (1),"Miscue Analysis and Future ResearchDirections" (Goodmanl: (2)."Reading inSpanish: Insights from Children's Miscues" (Barrera) : 13) "An Investigation of the OralReading Behaviors of Native Spanish Speakers Reading in Spanish"(Hudelson) : (4) "A Study of Oral Reading in,Polish and.English: A Psycholinguistic Perspective" (Romatowski) :(5) "Reading: A Universal Process" (Hodes): (6) "First Language Illiteracy- SeCond Language Reading: A Case Study" (Haddad); (7) "Factors'Which Enable Deaf Readers-to Get Meaning from Print" (Ewoldt)1 (81 "A Miscue. Analysis-of German Speakers Reading in German and English":(Mott):(9) ."Reading in Spanish and English: Evidence from.AdultESL Students" (Clarke)`:(10) "An 'Exploratory -Study of Bilingual ReadingProficiency" (Douglas) : (11) "Developmental .Patterns in.Native andNon'-Native Reading Acquisition" (Devine) :and (12) "Coupling as a Text-building, Myth-evoking Strategy in Vietnamese: Iteplicationsfor Second.Lanquage Reading" (Schafer).(JB) ******************************************************************** .* Reproductions supplied by EDRS are the best thatcan be made * from the original document. * 4********************************************************************* U,5 DEPARTMENT OF HEALTH. EDUCATION A WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS ,AEEN REPRO- DUCED EXACTLY. AS RECEIVED FROM THE PERLON OR ORGANIZATIONORIGIN-' AT ING IT POINT'S OF VIEW OROPINIONS STATED DO NOT NECESSARILYREPRE- SENT OFFICIAL NATIONAL INSTITUTEOF EOLICATION POSITION OR POLICY .., V\SOeceok, Veov.M1910?%e Voncpoges edYcedbyScso\-\\Avde\soo V_c) PERMISSION TO REPRODUCE THIS \e MATERIAL HAS BEEN GRANTED BY ene.co15ec Sboch oge .3. .1/43 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." M t alb Library of Congress Cataloging in PublicationData Main entry under title: Learning to read in different languages. (Linguistics and litericy series ; 1) "July 1980." Includes bibliographies. 1. Reading--Addresses, essayi, lectures. 2. Miscue analysisAffidrgsses, essays, lectures. 3. Education, ,Bilingual -- Addresses,essays, lectures. 4. Reading, Psychology of--Addresses, lectures. I. Hudelson, Sarah. II. Series. L81050.L385 428.4 80-36878 ISBN: 0-87281-$182' January 1981 Copyright t 1981 By the Ginter. for Applied Linguistics 3520 Prospect Street, N.W. Washington, D.C. 20007 Printed in the U.S.A. Coritents 'to Introduction _KENNETH S. GOODMAN: Miscue Analysis and Future Research Directions ix ROSALINDA BARRERA: Reading in Spanish: Insights from Children's Miscues 1 SARAH HUDELSON: ° .An Investigation of the Oral Reading Behavior's. of Native Spanish Speakers Reaninff in Spanish 10 JANE At ROMATOWSKI: O. A Study of Oral Reading in Polish and English: Psycholinguistic Perspective 21 PHYLLIS' HODES: Reading: A Universal Process 27 FRANCES TRIX HADDAD: First Language Illiteracy-SecondLanguage Reading: A Case Study 32 CAROLYN EWOLDT: Factors Which, Enable Deaf Readers to Get Meaning from Print .45 BARBARA WILLdUGHBY MOTT: A MisCue Analysis of German Speakers Reading' in German add English 54 MARK A. CLARKE: Reading in Spanish and English: Evidence from Adult ESL Students -.69 DAN DOUGLAS: -- An Exploratory Study of Bilingual Reading Proficiency 0 r.:3 ' JOANNE DEVINE: Developmental Patterns in Native and Non-Native Reading_Acquisition 103 JOHN SCHAFER: Coupling as a Text-building, Myth-evoking Strategy inVietnamese: Implications for Second Language Reading 115 Bibliography 127 It. ntroductian In recent years, a great deal of reading research has investigated the cognitive, linguistic, and experiential bases of reading performance. Attention' has focused increasingly on what the reader brings to the printed page and.how this prior knowledge (life experiences, language background, cultural heritage, and so on) affects the%reader's interpretation of print. The miscue analysis research of Kenneth Goodman and his students and colleagues stands out particularly in this area. .Numerous analyses of native English speaking readers' oral_reading and retelling have shown thateven 'Young readers are not bound to letter-by-letter processing of print. Rather . readers use both selected visual cues and their knowledge'of language and the real world to anticipate, to predict, and to hypothesize about Frequently athese activities result in oral reading that differs' from the :printed page. However, often the readers' miscues (observed responses that are different from expected responses) retain rather than alter meaning. Because several of the papers do deal with miscue analysis, it seems sen- sible to acqUaint readers who may be unfamiliar with miscue notations with standard miscue varking--the symbols that miscue researchersuse to specify the ways in which observed responses (OR) differ from'print or expected responses (ER). The following marking system-is used (Y..Goodman and Burke, 1972):' . (1) If a reader substitutes part or 'all of one word for another, the substi- tution is written above-the appropriate part of the text. th I see where you are , She saw the catr ' - (2) If -a word, several words, or part of a word is left out, the omissionis Circled. Look at dog She walks to school every3) (3) Ifa worst (or words)- is added to the text, a carat is usedto indicate the insertion and the insertion is written above the line. steep a, The boys ran 'sup thehill and down A (4) If parts' of letters, words, phrases, or clausesare interchanged, a transposing symbol is used to indicatethe reversal. "Look at that fire,_" the reporter said She TaNNJ the movie with me (5) A drawn from right to left under words that are repeated by the reader (repetition). ';) He .went home after work .16) If a miscue is corrected by the reader, this' correction is indicated by a I see whereh you are (7) lea reader first reads a word or words correctly and theri miscues,AC indicates abandoning a correct form. (8) If a reader tries but faild to correct a miscue, the symbol for unsuccess- ful attempt to correct is used. OtiedC) train he tried to hide her grief (9) When a reader tries to but does not pronounce a complete word, a dash following the substitution indicates a partial word. sunk- He didn't take his father's suggestions .15 (10) When areader produces a miscue which is .not a known word in English, the miscue is called,a non-word substitution. This substitution is indicated by a dollar. sign. $platt She planted a tree for Arbor Day (11) Miscues that 'result from dialect differences are identified by a 0 pre- ceding the dialect, miscue. sh Sit in that chair please V-jan He saw me and my brother.- While some of the papers in this voluMe use slightly variant 'notation systems, most are concerned with the major categories of miscues noted here. Until quite recently most of the research done used native English speakers as' subjects." The papers that, comprise this volume were collected in responge to two concerns stemming from research with native Ehglish speaking readers: '(1) Would studies of native speakers of languages other than English reading in their native languages revel universalities in the reading process across languages? (2) Would studies of readers reading English as a second language suggest thatmgeneralizations about the processing of print could extend to second language reading?All the contributions in this volume address one:or both issues. Bedause of Kenneth Goodman's considerable contribution to this area of reading research, he was asked to contribute some introductory remarks. All but one of the- other paper4 represent research efforts with native speakers of languages other than English or with speakers of English as a second language. Some are specifically miscue analysis studies, while others deal with such topics as performance on cloze tests .and word list reading compared to perfor- mance on contextual selections. However, all reflect the view of reading as a language. process, and,all,provide data to supporthis view. Six of the Studies report data from children's reading.Barrera's and Hudelson's studieg were done with native Spanish speaking Mexican American children reading in Spanish as,a first Language.-Hudelson compared beginning readers' reading of word lists to their reading of the same words in selections. She also described their ability to perform on cloze tasks. Barrera'analyzed the miscues generated by Spanish speaking children who could be described as fluent readers in Spanish ,,(children with at least three years experience in Spanish reading). Hodes investigated the reading behavior of several Yiddish-English bilingual school beginners, dealing both with the children's reading of Yiddish (their-first language) and English- (their second vi 6 languag). Romatowski
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