NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1022089
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0256-8543
Meaning Construction in Early Oral Reading
Léger, Paul David; Cameron, Catherine Ann
Journal of Research in Childhood Education, v27 n4 p454-471 2013
The authors' interest in the associations between beginners' reading and writing performance led them to devise an index of children's meaning construction in reading by increasing the specificity of the Reading Miscue Inventory meaning change index to include finer discriminations between superficial and meaning disruptive miscues potentially reflective of beginners' writing errors. Additionally, the authors inserted textual disruptions in a story to examine the children's meaning making under formative textual challenges frequently encountered in emergent literacy engagements. Fifty-one 2nd-grade students participating in a longitudinal early literacy project read a story, the last quarter of which contained meaning disruptions. Participants' adaptations of these latter disruptions were compared with their meaning change miscue scores based on their nondisrupted reading performance. Adaptation scores were related to meaning change scores, suggesting that skill in adaptation to disruptions also reflects meaning construction processes, opening a door for manipulating textual discrepancies in order to document formatively, and thus find avenues for ameliorating, specific reading/writing difficulties.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A