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ERIC Number: ED258460
Record Type: RIE
Publication Date: 1983-Dec
Pages: 31
Abstractor: N/A
Reference Count: 0
A Comparative Analysis of Oral Reading Miscues Made by Monolingual versus Bilingual Students. Bilingual Education Paper Series. Vol. 7 No. 5.
Rodriguez-Brown, Flora V.; Yirchott, Lynne S.
Using an adaptation of a miscue taxonomy developed by Cziko, a study compared the reading performance of: (1) English-monolingual and bilingual third-grade students reading in English; (2) Spanish-monolingual and bilingual third-grade students reading in Spanish, and (3) bilingual third-grade students reading in Spanish and English. The subjects were 23 children attending integrated schools in two school districts in Illinois. The oral reading samples were collected using videotape. The miscue coding system used for analysis was adapted by adding or deleting categories as needed, according to the study's purpose and the characteristics of the Spanish language. Interrater reliability was calculated to ensure that the categories were reliable and that the coders understood the categories and coded them properly. Results show that by third grade, children are still using mainly graphic rather than contextual information while reading. A trend toward increasing the use of contextual constraints was found that seemed to be consistent with an interactive view of reading. In general, it was found that English-monolinguals used more contextual information than either the Spanish-monolingual readers or the bilingual subjects. The results raise the question of when second-language reading should be introduced to bilingual children: at the same time as first-language reading or after considerable development of first-language reading skills. Further research on the transfer of skills from first to second language is also needed. (Author/MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.
Authoring Institution: California State Univ., Los Angeles. Evaluation, Dissemination and Assessment Center.
Note: Paper presented at the annual meeting of the American Educational Research Association (Boston, MA, April 1, 1980).