Parents and Children Reading and Reflecting Together: The Possibilities of Family Retrospective Miscue Analysis

2009 ◽  
Vol 63 (3) ◽  
pp. 212-221 ◽  
Author(s):  
Bobbie Kabuto
Keyword(s):  
Miscue Analysis ◽  
Retrospective Miscue Analysis ◽  
Parents And Children

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

scholarly journals Expanding Meaningfulness: Perceptions and Strategy Use of Chinese International Graduate Students in Disciplinary Reading

2019 ◽  
Vol 9 (2) ◽  
pp. 661-681
Author(s):  
Yang Wang
Keyword(s):  
Graduate Students ◽  
Strategy Use ◽  
Literacy Skills ◽  
Read Aloud ◽  
International Graduate Students ◽  
Miscue Analysis ◽  
Retrospective Miscue Analysis ◽  
Reading Processes ◽  
International Graduate ◽  
Reading Beliefs

This qualitative case study explored two Chinese international graduate students’ beliefs about their reading and reading processes.  The researcher interviewed the participants, asked them to read aloud, analyzed their reading using miscue analysis, and then discussed their reading with them using retrospective miscue analysis (RMA).  The researcher found that readers’ beliefs were not static and text difficulty influenced the students’ reading beliefs and strategy use. Through RMA, both students became aware of their respective reading processes and they both became more confident as readers.  This study suggests that RMA is an effective tool for English-as-an-additional language graduate students, as it helps in the construction of meaning and the improvement of disciplinary literacy skills.

scholarly journals The Content and Purposes of Talk that Accompanies Oral Reading Events:Insights from a Mother-Daughter Case Study

2012 ◽  
Vol 14 (3) ◽  
pp. 169
Author(s):  
Bobbie Kabuto
Keyword(s):  
Oral Reading ◽  
Meaning Construction ◽  
Miscue Analysis ◽  
Construction Process ◽  
Retrospective Miscue Analysis ◽  
Analysis Study

This article investigates the substance and possible purposes of talk that accompanies oral reading events within a mother-daughter case study. The findings presented in this paper are from a case study that was part of a larger Family Retrospective Miscue Analysis study that assisted parents in becoming strategic partners who build on the strengths of their children when reading with them. This article presents the functions of talk that accompany oral readings, the insights gained about reading as a meaning-construction process, and how parents can benefit from listening to their children’s talk during oral reading sessions.

scholarly journals Revaluing the reading process of adult ESL/EFL learners through critical dialogues

2011 ◽  
pp. 42
Author(s):  
Koomi Kim ◽  
Cheongsook Chin ◽  
Yetta Goodman
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
English Language Learning ◽  
Miscue Analysis ◽  
Retrospective Miscue Analysis ◽  
Teachable Moments ◽  
Efl Learners ◽  
Adult Esl

The authors explore language developmental processes of university English language learners. The used Retrospective Miscue Analysis (RMA) and In-depth Reading Interviews as heuristic tools to generate critical dialogues with students to reflect on their L1 and English language learning processes and perceptions. The studies show that RMA and In-Depth Reading Interviews lead the teachers researches-and english language learners to critical learnable and teachable moments.

scholarly journals Utilizing Retrospective Miscue Analysis Strategies With Fifth Grade Readers: Focus on Comprehension

2015 ◽  
Vol 8 (2) ◽  
pp. 189-211
Author(s):  
Linda Haling ◽  
Rebecca Spears
Keyword(s):  
Data Analysis ◽  
Oral Reading ◽  
Comparative Method ◽  
Fifth Grade ◽  
Miscue Analysis ◽  
Retrospective Miscue Analysis ◽  
Constant Comparative Method ◽  
Analysis Strategies ◽  
Grade Classroom ◽  
Research Endeavor

The purpose of this action research endeavor was to change the culture of an accuracy view of reading to one of comprehension in a fifth grade classroom. The goal was to establish a common vocabulary and to revalue the process of reading. A constant comparative method of data analysis was used throughout the study to observe changes in students’ view of reading and use of miscue vocabulary. By the end of this study, students actively monitored comprehension, rather than trying to produce an oral reading event with 100% word accuracy.

Speech-Language Pathologists' Comfort Level With Use of Term “Stuttering” During Evaluations

2020 ◽  
Vol 29 (2) ◽  
pp. 841-850 ◽  
Author(s):  
Courtney T. Byrd ◽  
Danielle Werle ◽  
Kenneth O. St. Louis
Keyword(s):  
Communication Disorders ◽  
Academic Experiences ◽  
Comfort Level ◽  
Future Research ◽  
Clinical Experiences ◽  
Speech Language Pathologists ◽  
Comfort Levels ◽  
Parents And Children ◽  
Evaluation Feedback ◽  
Study Participants

Purpose Speech-language pathologists (SLPs) anecdotally report concern that their interactions with a child who stutters, including even the use of the term “stuttering,” might contribute to negative affective, behavioral, and cognitive consequences. This study investigated SLPs' comfort in providing a diagnosis of “stuttering” to children's parents/caregivers, as compared to other commonly diagnosed developmental communication disorders. Method One hundred forty-one school-based SLPs participated in this study. Participants were randomly assigned to one of two vignettes detailing an evaluation feedback session. Then, participants rated their level of comfort disclosing diagnostic terms to parents/caregivers. Participants provided rationale for their ratings and answered various questions regarding academic and clinical experiences to identify factors that may have influenced ratings. Results SLPs were significantly less likely to feel comfortable using the term “stuttering” compared to other communication disorders. Thematic responses revealed increased experience with a specific speech-language population was related to higher comfort levels with using its diagnostic term. Additionally, knowing a person who stutters predicted greater comfort levels as compared to other clinical and academic experiences. Conclusions SLPs were significantly less comfortable relaying the diagnosis “stuttering” to families compared to other speech-language diagnoses. Given the potential deleterious effects of avoidance of this term for both parents and children who stutter, future research should explore whether increased exposure to persons who stutter of all ages systematically improves comfort level with the use of this term.

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