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ERIC Number: EJ811771
Record Type: Journal
Publication Date: 2008
Pages: 16
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1938-8071
Examining the Relationship between Reader Miscues and Text Recall in Adult Proficient Readers
Kucer, Stephen B.; Tuten, Jenny; Treacy, Kathleen M.
Literacy Research and Instruction, v47 n1 p38-53 2008
The debate over the extent to which individual letters are perceived by proficient readers continues to play a dominant role in the ongoing "reading wars." One view holds that virtually all letters are processed, the other view that only some letters are perceived, supplemented by context and background knowledge. There is little research, however, that has examined the actual relationship between reading behaviors and comprehension. This research investigates the relationship between processing behaviors, as reflected in miscues, and comprehension, as reflected in text retellings. Twenty-four graduate students who were proficient readers individually read aloud a short story, followed by a typed, unaided retelling. Using the clause as the unit of analysis and miscue analysis as the method to investigate processing behaviors, each clause as finally read was evaluated for semantics or sense (acceptability/unacceptable) and if the author's meaning was maintained (yes/no). Each clause in the retellings was also fully or partially matched, when possible, with an equivalent clause in the text. Despite differences in processing behaviors, similar proportions of clauses were recalled irrespective of whether the clause had been read with no miscues, a corrected miscue, or an uncorrected miscue. Similarly, clauses read with different types of uncorrected miscue were recalled in approximately equal proportions, with the exception of miscues that changed the author's meaning. Miscues that changed the author's meaning were significantly less likely to be recalled. In general, however, for this group of readers, miscues in and of themselves did not have a significant impact on text comprehension at the micro level. (Contains 5 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A