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Theoretically Based Studies of Patterns of Miscues in Oral Reading Performance

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Theoretically Based Studies of Patterns of Miscues in Oral Reading Performance DOCUMENT RESUME ED 079 708 CS 000 667 AUTHOR Goodman, Kenneth S.; Burke, Carolyn L. TITLE Theoretically Based Studies of Patterns ofMiscues in Oral Reading Performance.. Final Report.. INSTITUTION Wayne State Univ., Detroit, Mich. SPOONS AGENCY Office of Education (DREW), Washington, D.C.Bureau of Research.. BUREAU NO BR-9-0375 PUB DATE Apr 73 GRANT OEG-0-9-32075-4269 NOTE 459p.. EDRS PRICE MF-$0.65 HC-$16.45 DESCRIPTORS *Cognitive Processes; *Decoding (Reading); Reading Ability; *Reading Comprehension; *Reading Development; *Reading Processes; Reading Research; Reading Skills; Semantics; Syntax IDENTIFIERS *Miscue Analysis ABSTRACT Reading is a process in which written language conveys meaning between writerand reader..The reader uses graphic, syntactic, and semantic cues to get to the meaning..Thisstudy examines the reading process of 94 subjectswith proficiency levels ranging from low second grade to high tenthgrade using the Goodman Taxonomy of Reading MiscuesThe analysis showedreading at all levels to be consistent with the Goodman model ofreading. Low proficiency readers are using the same process ashigh proficiency readers but less well..They are less efficientbecause they use more graphic, syntactic, and semantic information thanthey need; they have less productive strategies forusing this information; and they lose more of the potential meaning..Theanalysis revealed no hierarchy of skills in reading development.Beyond the very loiest levels, no notable differeL:es in handlinggraphic cues exist.. Differences in ability to handle complex syntaxdisappear among readers of moderate to high proficiency.. Thesingle consistent difference between groups at successiveproficiency levels is in their ability to comprehend what they read..Thebest indicator of reading proficiency is the percent of miscuessemantically acceptable before correction..(Author/TO) U S DEPARTMENT OF HEALTH EDUCATION &WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCVVENT HAS BEE% El PRO DUCED EXACTLY AS RECEIvEO FROM T...E PERSON OR ORGAyZATIONOR.G,N L.TNO IT POINTS Or yiEv. OR OPINIONS STATED DO NOT NECESSARILY RERRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSI'ION OR POLICY PER/ASSIGN TO REPRODUCE THIS COPY- RIGHTE0 MATERIAL HAS BEEN GRANTED BY Kenneth S. Coodman TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS 'MTH THE NATIONAL IN- STITUTE OF EDUCATIONFURTHER PEPRO. DICTION Oil-SIDE TOE ERIC SYSTEM RE- QUIRES PERMISSION 0: THE COPYRIGHT OWNER - ERRATA Location Should read: pg.16,paragraph 3, line 3 or the first... pg.17,paragraph 5, line 1 stored on tape... pg.40,paragraph title some conclusions... pg.49,insert after table 3-31: High groups overlap average groups. Higher grades tend toward higher means. For 8H and 10H groups, syrtactic acceptability is quite similar for stories 60 and 61 but semantic acceptability is notably lower on story 61. pg.50,paragraph 1, line 2 research, we... pg.108,paragraph 1, line 3 feature is known pg.112,paragraph 7, line 5 and 2LA, 2HA, and 4A pg.141,paragraph 1, line 1 a noun modifier pg.157,paragraph 2, line 1 made by readers pg.184,paragraph 1, line 5 strives to recreate... pg.185,paragraph 2 line 5 hypothesized pg.186,Figure 4-9, change 3 to 1 and 1 to 3 pg.187,paragraph3,line 1, circle was pg.187,paragraph3,line 3, mark was above stood pg.192,paragraph6,1ines 1-3 omit all words after displays the (line 1) and before frequency of (line 3) pg.192,paragraph6,lines 3-4 omit in the bottom half pg.204,paragraph6,line 6 omit % pg.213,paragraph4,line 2 so 12/ substituting pg.225,line 16 up from her pg.242,paragraph7,line 5 left out of pg.248,last line a is substituted for the in the example (not cutT pg.253,paragraph3,line 4 6A 1.07 pg.256,paragraph3,line 6 uncorrected pg.261,paragraph3,line 5 6A group pg.271,paragraph5,line 3 6H, 1.78 ABSTRACT Title of Project: Theoretically Based Studies of Patterns of Miscues in Oral Reading Performance Principal Investigator: Kenneth S. Goodman Professor Elementary Education Contracting Agency: Wayne State University Detroit, Michigan 48202 Amount of Federal Funds Requested: $ 266,899 Beginning and Ending Dates: June 1, 1966 to August 30, 1972 Reading is a process in which written language conveys meaning between writer and reader. The reader uses graphic, syntactic, and semantic cues to get to the meaning.This study examines the reading process at proficiency_ levels . ranging from low proficiency second grade to high proficiency tenth grade. The miscues of each subject are analysed according to The Goodman Taxonomy. The analysis showed reading at all levels to be consistent with the Goodman model of reading. Low proficiency readers are using the same process as high oroficiency readers but less well.'They are less efficient because they use more graphic, syntactic, and semantic information than they need, they have less productive strategies for using this information, and they are less effective because they lose more of the potential meaning. The analysis revealed no hierarchy of skills in reading development. Beyond the very lowest levels, there-are-no notable differences in handling graphic cues. Differences in ability to handle complex syntax disappears among readers of moderate to high proficiency. The single consistent difference between groups at successive levels of proficiency is in their ability to comprehend what they read. The single best indicator of reading proficiency is the percent of miscues semantically acceptable before correction. FINAL REPORT Project No. 9-0375 Grant No. 0EG-0-9-320375-4269 THEORETICALLY BASED STUDIES OF PATTERNS OF MISCUES IN ORAL READING PERFORMANCE Kenneth S. Goodman Carolyn L. Burke Wayne State University Detroit, Michigan 48202 April, 1973 The research reported herein was performed pursuant to a grant with the Office of Education, U.S, Department of Health, Education, and Welfare. Contractors undertaking such projects under Government sponsorship are encouraged to express freely their professional judgment in the conduct of the project. Points of view or opinions stated do not, therefore, necessarily represent official Office of Education position or policy. U.S. DEPARTMENT OF HEALTH, EDUCATION AND WELFARE Office of Education Bureau of Research ABSTRACT . LIST OF TABLES LIST OF FIGURES Chapter 1. INTRODUCTION: READING PROCESS AND THEORY 1 Reading as a Psycholinguistic Process 1 Statement of Problem 2 Brief Review of Related Research 4 General Applications of Linguistics to Reading 6 Theories of Reading 7 Scope of this Research 9 Significance 10 2, METHODOLOGY 12 Selection of Subjects 12 Selection of Stories 12 Taping Procedures 15 Comprehension (Retelling) Rating 15 Personal Data 16 Preparing Official Worksheets 16 Coding Miscues 16 Coding and Storing of the Text 16 Reformatting the Miscue Data 16 Computer Analyses 16 Depth Analyses 17 Goodman Taxonomy of Reading Miscues - Short Form 19 3. RESULTS: PART 1. 25 quality and Quantity of Miscues 25 Miscues Per Hundred Words (MPHW) 25 Some Conclusions on Quantity of Miscues: Effectiveness and Efficiency 32 Comprehension and Comprehending 32 Residual MPHW: What's Left When the Good Miscues are Removed? 41 Correction 43 Syntactic and Semantic Acceptability 45 Graphic and Phonemic Proximity 49 Correlations 55 iii 4. RESULTS: PART 2 75 Aspects of the Reading Process 75 What Gets Corrected 75 Dialect: How Does it Affect Reading? 91 Shapes and Sounds in Reading 96 Grammatical Factors in Reading 108 Semantic Acceptability 142 Semantic Chang,. 147 Relation of Grammar and Meaning 151 Levels of Miscue Involvement 15/- Peripheral Field 184 Allologs 205 5. RESULTS: PART 3 209 Readers at Increasing LeVels of Proficiency , 209 Low Proficiency Second Graders: 2L 209 Low Proficiency Fourth Graders: 41 215 Low-Average Proficiency Second Graders: 2LA 223 Low Proficiency Sixth Graders: 6L 230 High Average Proficiency Second Graders: 2HA . 234 Groups 2H and 4A Reading Story 51: Freddie Miller, Scientist 240 Average Proficiency Fourth Graders: 4A . 242 High Proficiency Second Graders: 2H 248 Groups 41.4 6A, and 8L Reading Story 53: ?y Brother is a Genius 252 Low Proficiency Eighth Graders: 8L 257 High Proficiency Fourth Graders: 4H 260 Average Proficiency Sixth Graders: 6A . 265 Groups 6H, 8A; and 10L Reading Story 59: Sheep Dog 271 Low Proficiency Tenth Graders: 10L 277 High Proficiency Sixth Graders: 6H 283 Average Proficiency Eighth Graders: 8A . 291 Groups 8H, 10L4 10HA, 10H Reading Story 60: Poison . 299 Groups 8H, 104 10LA, 10HA, and 10H Reading Story 611 Generation Gap. 301 Low Average Proficiency Tenth Graders: 10LA . 304 High Average Proficiency Tenth Graders: 10HA . 309 High Proficiency Eighth Graders: 8H 314 High Proficiency Tenth Graders: 10H . 321 iv LIST OF TABLES Table Page 2-1 Subgroup Composition and Tacks 13 2-2 Total and Coded Miscues 18 3-1 Low Group Vseans (Percent) 49 3-2 Average Group Means (Percent) 49 3-3 Hic;"* Group Means (Percent) 49 3-4 Exceptional Phonemic Exceeds Graphic 51 3-5 Percent of Non-Words for Stories 60 and 61 . 53 3-6 Percent of Omissions and Non-Words by Low Readers 54 3-7 Significant Pearson Correlations for Tenth - Grade Readers 56 3-8 Significant Pearson Correlations for Story 60 . 59 3-9 Significant Pearson Correlations for Story 61 . 60 3-10 Significant Pearson Correlations for Eighth Grade Readers on Stories 53, 59 and 60 . 3-11 Significant Pearson Correlations for Sixth- Grade Readers 62 3-12 Significant Pearson Correlations for Fourth- Grade Readers 64 3-13 Significant Pearson Correlations for Second- Grade Readers 67 3-14 Significant Pearson Correlations for All Readers 68 3-15 Significant Pearson Correlations for Story 59 70 3-16 Significant Pearson Correlations for Story 53 71 v Table Page 3-17 MPHW Correlations 72 3-18 Cftprehending Correlations 73 4-1 Mean Percent of Unsuccessful Correction . 77 4-2 Syntactic Acceptability and'Mean Percent of Miscues Corrected 78 4.3 Correction and Syntactic Acceptability by Group and Level 79 4-4 Semantic Acceptability and Correction by Grades 81 4-5 Correction and Semantic Acceptability by Group and Level .
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