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Published: 06 November 2013

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Dr Kerry Hempenstall, Senior Industry Fellow, School of Education, RMIT University, Melbourne, Australia.

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An Analysis of Oral Reading Miscues (2023)

This study is an attempt to identify and analyze the oral reading miscues (30) students, (15 males and 15 females) are chosen randomly from fifth Preparatory graders in Thiqar. The teachers choose the students as being remedial readers and those who are identified as being exceptionally good readers are excluded from the population of the study for the purpose of having a sample very much of average readers. The reading miscues inventory which is first developed by Goodman, is used to code and analyze in depth the students' miscues with respect to how these miscues relate to their counterparts in the text. They are classified under graphic, sound, syntactic and semantic categories. This analysis also shows the effect of these miscues on the students' comprehension: meaning and grammatical acceptability. The study shows the high percentage of correction attempts made by the male readers. This high percentage of correction attempts shows that the fifteen females' readers are successful in their oral reading. The results of this study also reveal that the females' readers are syntactically and semantically acceptable. The results also show that the readers are strong comprehenders while the male readers' miscues are not syntactically and semantically acceptable. Thus, this study applies the psycho-linguistic reading process, which is illustrated by comparing unexpected and predicted reading-related responses. An extensive analysis of the phenomenon of oral reading is possible with the help of this taxonomy of reading errors and signals. This taxonomy is developed in close proximity to the theory and has been improved by use in an ongoing series of thorough studies on oral reading.

Conclusion:

The main purpose of this study is to analyze, identify and classify the oral reading miscues

of fifth graders in preparatory studies in Thi-Qar Governorate. Thirty students of the study are

chosen randomly. The researcher uses percentages to identify the differences between the male and the female students.

It is noticeable that most of the students break the long words into two words when they pronounced them. For example, "reconstruct" is broken into "recon" + "struct", "insignificant into "insg"+"nificant", "correlating" into "corr" "lating", and "depicted" into "depi" +"cted". The researcher believed that most of the miscues which committed by those readers could be attributed to the teacher who didn't give enough information to his students.

The high number of successful attempts at corrections by male and female readers, show that the students are at advantage in the area of structure and semantics. Miller and Sakson, 1978).

The researcher arrived at the conclusion that the thirty readers have command of the basic structures of English because 72 out of the 135 miscues are not corrected by the readers. The high percentages of correction attempts indicate that the thirty readers are getting meaning from the English print. The high percentages of correction attempts may be due for a variety of the readers

levels, among which are the high comprehension scores, developmental levels of the readers, and the correspondence of familiarity with the grammatical structures.

Allen and Dorothy (1978) indicate that there is a relationship between the percentage of correction attempts and comprehension ratings. Generally, readers who have low comprehension scores show a tendency to make few correction attempts (p.71-2).

Summing up this study can be summarized as follows:

1. There is a statistically significant difference between the male and female readers in the proportions of miscues to words of the text, i.e., the female readers produced less miscues than the male ones.

2. There is a statistically significant difference between the male and female readers in that, the female readers scored higher in grammatical functions than the male ones.

3. There is a similarity in using the reading strategies, i.e., the twenty readers achieved high scores on the sound relationships in this sample.

4. It is clear that the performance of twenty readers indicate that their retelling are fair (moderate).

5. There is a similarity in using reading strategies, 1.9, the twenty readers show " no loss" in meaning that is, the miscues produce structures from which the readers gained less improvement in meaning.

6. There is a statistically significant difference between the male and female readers in that, the female readers scored higher in comprehension than the male ones.

7. It is clear that the female readers are better in their oral reading for the passage "The First Calendar" Than the male ones; therefore, the female readers were good comprehenders than the male ones

Ali, Dr & Ghnee, Ass.Lecture. (2023). An Analysis of Oral Reading Miscues for the English language and Retelling Comprehension of Fifth Preparatory Graders in Thiqar, Iraq : Psycholinguistic Study. Thi Qar Arts Journal. 1. 23-40. 10.32792/tqartj.v1i44.467.

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Literacies Into Classroom‐Based Reading Assessment (2020)

“As literacy researchers continue to investigate how young students make sense of texts, specifically picture books, attention has expanded beyond the role that written language plays in reading comprehension to the various ways that visual images, typography, design elements, and digital devices support and challenge young readers during the act of reading. This article is a description of classroom‐based research that led to the development of an assessment instrument for classroom teachers designed to help teachers observe readers using a variety of semiotic resources to make sense of contemporary picture books. As the texts that young readers encounter continue to evolve from language‐dominant texts to more complex multimodal ensembles, classroom‐based assessments must evolve as well to account for the semiotic resources that young readers use in navigating and comprehending multimodal texts.”

Serafini, Frank & Moses, Lindsey & Kachorsky, Dani & Rylak, Danielle. (2020). Incorporating Multimodal Literacies Into Classroom‐Based Reading Assessment. The Reading Teacher. 74. 10.1002/trtr.1948. https://www.jstor.org/stable/27003664

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Enhance Children’s Language Learning Experience (2024)

This study used a design experiment that instructs children on how to approach each letter to investigate typography design methodologies and manual techniques. Since children are still in the early stages of learning and the content they are exposed to is of great significance, the topic of children's education is always one that the entire community is intensely interested in discussing.

According to researchers, typography is a popular medium and expressive technique in technology development, and art education is important for improving human communication. Typography with illustration may also help children achieve a clear sense of each letter's collocation by means of expression, recognition, and understanding through children's cognitive development by adding handcraft activities to each letter's characters.

To approach new design considerations in typography and typeface experimentation, the current research analyses children's learning materials to consider their learning obstacles. Using an innovative design approach method in children's learning materials, this study demonstrates how children's drive to learn may be inspired and encouraged by a more engaging learning environment, leading to improved learning outcomes. Using paper-folding graphic visualization can also help kids understand the shape of each letter.

2. Background According to Krashen and Tracy (1982), Piaget identified four stages of cognitive development: (1) sensorimotor stage, (2) pre-operational stage, (3) concrete operational stage, and (4) formal operational stage.

However, these concepts are rarely put into reality (Newman, 2015). Children continue to learn differently in each of these four phases. According to Piaget, children's basic, natural schemes and patterns help them to understand the world at a very young age.

However, these tactics and patterns usually tend to change when they become mature (Papalia et al., 2012). As a result, it is very essential to consider the characteristics of children into account when designing the framework for their teaching and learning process. Moreover, to encourage children to become more engaged in learning new things, Stephen and Tract created a natural learning technique in the early 1980s (Krashen & Tracy, 1982).

The goal of this method was to ease the students' minds as much as possible while they were studying. The five underlying hypotheses of the technique are as follows: (1) input hypothesis, (2) natural order hypothesis, (3) acquisition learning hypothesis, (4) monitor hypothesis, and (5) affective filter hypothesis.

In language teaching, these five theories are frequently applied (Krashen, 1982). Previous research has demonstrated that intentionality in the choice and organization of materials can improve young children's utilization of literacy objects and associated resources, increasing their opportunities to interact with language and literacy (Neuman et al., 2008). It is essential to comprehend children's needs, interests, and preferences to arouse their interest in learning (Newman, 2015).

Children would first develop pictographic symbols before regularly transitioning them to the usage of ideographic symbols, according to Wu’s research on children’s multi-signification ability. Children’s focus variation, contingency association, and express chain were characteristics of this process (Wu, 2013). In order to improve comprehension of words and phrases, interactive and stimulating exercises have consistently been shown to be useful strategies for reinforcing new letters or vocabulary (González, 2010).

Additionally, illustrations are a valuable tool for encouraging children to make predictions, establish hypotheses, and use their current memories. Moreover, letters make up the other essential part of educational resources. Typography can be used to include them in layouts. Its primary purpose, as demonstrated by its appearance, is communication.

The communication must be as concise, direct, and clear as possible for children to learn (Tschichold, 1995). Handcraft typography can be used to more effectively express ideas and explain a situation. It seeks to represent the informational structure and evolution of the explanation of the need. While a collection of typographic factors, such as illustration, color, and size variation, could also likewise be used to convey subtle expressions (Shannon et al., 1997.”

Li, Yaling. (2024). How the Handcraft Typography Can Enhance Children’s Language Learning Experience. International Education Studies. 17. 79-79. 10.5539/ies.v17n6p79.

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This next segment is the original document.

The assessment of children’s reading progress has long been of interest to teachers, researchers, and parents. The purposes for reading assessment include comparing one child‘s progress to that of his peers, screening students for special assistance, measuring an individual’s progress over a period of time, diagnosing particular areas of strength or weakness, using information for decisions about instruction, and determining placement within a reading program or special facility. There have been many different approaches to reading assessment based partly upon these differing purposes, but also upon the conception of reading development held by the test designer or user.

Miscue analysis was initially a major whole language procedure (for a fuller discussion of whole language, see A HISTORY OF DISPUTES ABOUT READING INSTRUCTION on this site) designed to assess the strategies that children use in their reading. Goodman and his colleagues in the 1960’s were interested in the processes occurring during reading, and believed that miscues (any departure from the text by the reader) could provide a picture of the underlying cognitive processes. He used the term miscue, rather than error, reflecting the view that a departure from the text is not necessarily erroneous (Goodman, 1979). Readers’ miscues include substitutions of the written word with another, additions, omissions, and alterations to the word sequence.

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