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Dr. Pam Britton Reese
Department of Communication Sciences and Disorders
Indiana University – Purdue University Fort Wayne
This study seeks to examine and evaluate oral miscues in struggling readers. All participants in the study took part in a five week reading camp at Indiana University-Purdue University Fort Wayne. At the onset of the camp the children were asked to read an unfamiliar text. Transcripts of the texts were made, and miscues were recorded on the transcripts. Miscues were evaluated for syntactic acceptability and semantic acceptability. Type of miscue was also recorded and separated into categories: substitution, omission, successful correction, and unsuccessful correction. The hypothesis tested is that the children would make less overall miscues and more high quality miscues at the end of the reading camp than they did at the beginning of the camp. Results of the study showed that there was no significant change in the percentage of overall miscues, syntactically acceptable miscues, semantically acceptable miscues, or high quality miscues. During re-telling all children 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.
Communication | Social and Behavioral Sciences
Goodpaster, Taylor, "Oral Miscues In Struggling Readers" (2015). 2015 IPFW Student Research and Creative Endeavor Symposium. 27.