scholarly journals Using Miscue Analysis to Assess Comprehension in Deaf College Readers

2010 ◽  
Vol 16 (1) ◽  
pp. 35-46 ◽  
Author(s):  
J. Albertini ◽  
C. Mayer
Keyword(s):  
Miscue Analysis ◽  
College Readers

Reframing and Repositioning College Readers’ Assumptions About Reading Through Eye Movement Miscue Analysis

2019 ◽  
Vol 63 (5) ◽  
pp. 519-528
Author(s):  
Heather D. Porter ◽  
Koomi Kim ◽  
Judith K. Franzak ◽  
Katherine MacDonald
Keyword(s):  
Eye Movement ◽  
Miscue Analysis ◽  
College Readers

Assessing Language and Literacy Skills of School-Aged Children

2008 ◽  
Vol 9 (2) ◽  
pp. 66-70
Author(s):  
Jennifer Walz Garrett
Keyword(s):  
Literacy Skills ◽  
Assessment Tools ◽  
Treatment Goals ◽  
Miscue Analysis ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Assessment Procedures ◽  
Tools And Methods

Abstract School-based speech-language pathologists assess students to establish eligibility, collect baselines for treatment goals, determine progress during intervention and verify generalization of skills. Selecting appropriate assessment tools and methods can be challenging due to time constraints, agency regulations, and availability of tests. This article will describe legal considerations, types of assessments, and the factors involved with the selection and use of various assessment procedures and tools. In addition, speech-language pathologists will learn to calculate words correct per minute (WCPM) and perform miscue analysis, which can provide additional language and literacy information about a child's educational needs.

Retrospective Miscue Analysis With Proficient Adult ESL Readers

2008 ◽  
Vol 52 (4) ◽  
pp. 324-333 ◽  
Author(s):  
Adrian J. Wurr ◽  
Joan L. Theurer ◽  
Koomi J. Kim
Keyword(s):  
Miscue Analysis ◽  
Retrospective Miscue Analysis ◽  
Adult Esl

Miscue Analysis: A Critical Review

1979 ◽  
Vol 11 (2) ◽  
pp. 163-175 ◽  
Author(s):  
Karen L. Wixson
Keyword(s):  
Oral Reading ◽  
Critical Review ◽  
Normative Data ◽  
Instructional Method ◽  
Complex Interaction ◽  
Miscue Analysis ◽  
Reading Miscues

Miscue analysis procedures are becoming increasingly popular for both research and evaluation purposes. Although there are no normative data available to guide the interpretation of a reader's oral reading miscues, there are a number of studies which may be used for this purpose. However the evidence also suggests that miscue patterns are subject to considerable variation as a function of a complex interaction among several factors including instructional method, the reader's background, skills, and purpose for reading, and the nature and content of the written material. The information reported to date suggests that both the assumptions underlying miscue analysis and the procedures used to analyze miscues require additional rigorous empirical explication and validation.

The Continued Need for Strategy Investigations: College Readers’ Use of PILLAR

2018 ◽  
Vol 62 (5) ◽  
pp. 541-549
Author(s):  
Jennifer C. Theriault ◽  
Lisa M. Matich ◽  
Jodi P. Lampi ◽  
Sonya L. Armstrong
Keyword(s):  
College Readers

scholarly journals Miscue Analysis of Oral Reading Among Non-Proficient Malaysian ESL Learners

2014 ◽  
Vol 2 (2) ◽  
pp. 179-185
Author(s):  
Adeena Deepa Ramakrishna Pillai ◽  
Shamala Paramasivam
Keyword(s):  
Oral Reading ◽  
Reading Ability ◽  
Direct Method ◽  
Multiple Choice ◽  
Miscue Analysis ◽  
Multiple Choice Questions ◽  
Microsoft Excel ◽  
Reading Material ◽  
Complex Words ◽  
Esl Learners

Reading is a vital skill. Research has shown that proficient learners usually have a greater comprehension of the reading material. This study focuses on non-proficient learners’ oral reading as a direct method of assessing their reading ability. Miscue analysis is used as a tool to gather information and measure strategies used in reading and comprehending a given material. The study investigates the types and frequencies of miscues made by learners when they orally read texts and assesses learners’ comprehension based on the oral reading through the use of multiple-choice questions. The number of miscues made and the scores for the multiple choice questions are patterned using Microsoft Excel program and are converted into percentages. This study found that when the number of miscues made by the learners reduced during the oral reading process, the scores on the comprehension section did not necessarily improve. The types of miscues made by learners were omission of words namely plural and past-tense endings of verbs, substitution of words such as the pronoun ‘she’ with ‘he’, and hesitation especially with complex words. The findings imply that learners have language problems in grammar, vocabulary, pronunciation, and the use of reading strategies.

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