ERIC Number: ED165105
Record Type: RIE
Publication Date: 1978
Reference Count: 0
The Effects of Miscue Analysis Instruction on Judgments of Seriousness of Oral Reading Errors.
Geissal, Mary Ann; Knafle, June D.
To determine whether miscue analysis instruction changed their perceptions of the seriousness of certain kinds of errors in children's oral reading, 60 undergraduate and graduate students were given an error survey to complete before and after being given such instruction. Each of the 32 items of the survey consisted of a pair of sentences, with children's oral reading errors marked. Students were instructed to choose the sentence with the most serious error. Items were selected according to whether the errors were graphically similar to or different from the text, semantically normal or odd, syntactically normal or odd, with or without meaning change, and a dialect variation or not. Results indicated that meaning change was a crucial factor in students' judgments of error seriousness both before and after miscue analysis instruction. However, instruction did appear to affect the way students viewed the seriousness of certain kinds of errors; in particular, dialect variations were viewed as less serious than other errors. (FL)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Reading Conference (28th, St. Petersburg Beach, Florida, November 30-December 2, 1978)