ERIC Number: ED200946
Record Type: RIE
Publication Date: 1981-Apr
A Descriptive Study of the Characteristics of Miscue Focussed Verbal Interactions between Teacher and Student during Guided Oral Reading.
Hoffman, James V.; Clements, Richard
A study was conducted to describe the characteristics and effects of the verbal feedback offered by teachers to student miscues occurring during group oral reading instruction. Analyses were also made of the ways in which teachers varied feedback between students at different ability levels. The subjects were eight second grade teachers and their regular reading groups. Two teachers had one reading group each, four teachers had two reading groups, and two teachers had three reading groups, making a total of 16 reading groups. Each group was videotaped on four separate occasions. Miscue-focused interactions were coded using the FORMAS taxonomy. Guided oral reading was found to be a significant part of reading instruction. Teacher verbal feedback to miscues occurred with some frequency with both the high and the low ability groups. Good and poor readers were found to be significantly different in their miscue patterns and subsequent reaction strategies, and teachers were found to be significantly different in their verbal response patterns to the two groups. The findings can be interpreted in terms of a mutually adaptive cycle that serves to reinforce existing patterns of behavior between teacher and groups. (Author/RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Texas Univ., Austin. Dept. of Curriculum and Instruction.; Texas Univ., Austin. Research and Development Center for Teacher Education.
Note: Paper presented at the Annual Meeting of the International Reading Association (26th, New Orleans, LA, April 27-May 1, 1981).