NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1139558
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0034-0502
A Socio-Psycholinguistic Perspective on Biliteracy: The Use of Miscue Analysis as a Culturally Relevant Assessment Tool
Kabuto, Bobbie
Reading Horizons, v56 n1 Article 2 p25-44 2016
Through the presentation of two bilingual reader profiles, this article will illustrate how miscue analysis can act as a culturally relevant assessment tool as it allows for the study of reading across different spoken and written languages. The research presented in this article integrates a socio-psycholinguistic perspective to reading and a translanguaging perspective to language use to highlight how differences in language and writing systems did not lead to difficulties or barriers in orally reading or comprehending texts. Contrarily, the use of miscue analysis was a culturally relevant assessment that provided a multidimensional perspective into the ways in which the readers constructed meaning. The article concludes with the benefits and the challenges of using miscue analysis with bilingual readers, and the implications of incorporating miscue analysis as a reading assessment tool in classrooms.
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://scholarworks.wmich.edu/reading_horizons/
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Reading Miscue Inventory