ERIC Number: ED161009
Record Type: Non-Journal
Publication Date: 1975
Reference Count: N/A
A Comparison of Reading Miscues and Writing Miscues.
Ney, James W.
In order to understand more fully how young people process written language, miscues made by fourth grade students in both the reading process and the writing process were studied. Miscues which occurred in signaled sentence combining exercises were compared with miscues in reading determined by procedures developed by Goodman and associates. The results of the study indicated that there is a high correlation between phonological/pronunciation miscues in reading and spelling miscues in writing, while lexical/syntactic/semantic miscues in reading and similar miscues in writing show distinctively different patterns. The miscues of addition and substitution are more frequent in reading; the miscues of omission are more frequent in writing. Evidence from the phonological/pronunciation miscues in reading supports the Chomskian theories about the relation of the sound structure of English to the orthography. It was concluded that reading and writing should not be kept apart in the instructional process. (MKM)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Council of Teachers of English, Urbana, IL. Research Foundation.
Authoring Institution: Arizona State Univ., Tempe.