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ERIC Number: ED361654
Record Type: Non-Journal
Publication Date: 1993-Sep
Pages: 39
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Situated Actions during Reading Lessons: A Microanalysis of Oral Reading Error Episodes. Technical Report No. 582.
Chinn, Clark A.; And Others
A microanalysis was completed of 3,003 oral reading error episodes during 72 small-group reading lessons involving 116 students in three second-grade and three third-grade classrooms. Factors were investigated that influenced: (1) oral reading errors made by readers; (2) the readers' reactions to their own errors; and (3) the teachers' feedback following errors. Characteristics of errors were influenced by such factors as the individual reader's comprehension ability, the difficulty of the text, and teacher rates of feedback. Readers' reactions were generally influenced by the same set of factors, together with the characteristics of the errors themselves. The patterns of teachers' feedback suggested that they were juggling several goals: maintaining pace, preserving meaning, and helping students who were having difficulty with decoding. One way in which teachers appeared to reach a compromise among these aims was to employ stereotyped feedback routines. Results support the idea that the actions of students and teachers during error episodes are situated in social contexts, emerging in response to a dynamic interplay of factors that converge at particular moments. (Six tables of data and a figure representing the network of relations among errors, reactions, and feedback are included; 61 references are attached.) (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Study of Reading, Urbana, IL.