Retrospective miscue analysis is an instructional strategy designed to engage readers in analyzing and evaluating the quality of their own oral reading miscues. This study was concerned with exploring how retrospective miscue analysis used as an instructional strategy with adults influenced both the reading process and the perceptions adult readers hold about that process. A pilot study with one adult reader was conducted to evaluate and modify retrospective miscue analysis techniques used in previous research. The revised retrospective miscue analysis procedures were then studied in-depth with two adult women. The subjects participated in weekly retrospective miscue analysis sessions for approximately four months each. During those sessions, the readers analyzed their own miscues from the previous week's reading, and then tape-recorded a selection for analysis during the next retrospective miscue analysis session. The subjects read materials from third-grade through college readability levels. When texts were grouped according to relative difficulty and analyzed using Procedure I of the Reading Miscue Inventory, each subject demonstrated improvement in utilizing reading strategies, as suggested by a reduction in miscues per hundred words and a strengthening of control over syntactic an semantic relationships in text. Analysis of the tape-recorded retrospective miscue analysis sessions revealed over time that each subject shifted from a text reproduction model of the reading process to a model which placed importance on the construction of meaning. Those findings were corroborated by comparing each reader's responses to interview questions asked at the outset and conclusion of the study. Research findings indicated that retrospective miscue analysis used as an instructional strategy with adult readers was instrumental in moving readers toward more effective use of reading strategies and more positive and realistic perceptions about themselves as readers.

This study is a descriptive, psycholinguistic analysis of three sixth-grade high, three eighth-grade average, and three tenth-grade low readers' processing of naturally occurring text metaphors. Subjects read a 3,667-word self-contained story. The oral reading miscues generated in reading the metaphors were analyzed according to the Goodman Taxonomy of Oral Reading Miscues. The taxonomy analyzes miscues on morphemic, syntactic, and semantic levels. Two additional categories were added to the taxonomy to determine the miscues' effect on the meaning and metaphoricality of the metaphors. Metaphors in the text were identified according to theoretically based criteria, and categorized on the basis of the Metaphor Feature Matrix. The primary purposes of the study were to determine how strategies and cuing systems are utilized in reading metaphoric expressions, the relationship between the processing of metaphoric expressions and comprehending of the text, and variations in processing the different kinds of metaphors found in the text. A secondary purpose was to compare the sixth, eighth, and tenth grade readers' processing of the metaphors. Descriptive statistics such as frequencies, means, correlation coefficients, and cross-tabulations were utilized in analyzing the data. Among the major findings of the study were the following: (1) Metaphorical expressions were processed less successfully than the text as a whole. Metaphor processing involved less successful utilization of semantic and syntactic information, and of correction strategies. (2) Success in processing the text as a whole was positively related to success in processing the metaphoric expressions. (3) Retelling Scores were found to be positively related to no change in the meaning of the metaphors, and retention of metaphoricality with structural changes. (4) Metaphor processing is affected differently by the various kinds of metaphors found in the text. (5) The eighth-grade average readers were more successful processors of metaphors than the younger, more proficient sixth graders and the older, less proficient tenth graders. Findings of the study indicate a "psychologically real" difference between metaphorical and non-metaphorical language, as well as among various kinds of metaphors. Less successful processing of metaphors indicates that violations inherent in metaphorical language affect the predictive aspect of the reading process.

In this study, I explore the nature of Chinese reading in relation to Ken Goodman's transactional socio-psycholinguistic model and theory of reading (Goodman, 1996, 2004). The primary purposes of this study are (1) to establish a sound instrument for Chinese miscue studies, (2) to use this instrument to explore the Chinese reading process by means of miscue analysis, and (3) to provide a knowledge base of the nature of Chinese reading for professionals to make informed and appropriate choices in their teaching of reading and language.The subjects in this study are twelve native English speakers enrolled in a second year Chinese language course at the University of Arizona. To facilitate comparison, all the readers read the same Chinese story Jinfutou (A Gold Axe) that they had never read before. Following Reading Miscue Inventory procedures (Goodman, Watson, and Burke, 2005), each tape-recorded data collection session included an interview, an uninterrupted reading of the story, a retelling, and a follow-up discussion.By coding a total of 643 oral reading miscues generated by the readers in this study, I develop the Chinese Taxonomy of Reading Miscues building on the Goodman Taxonomy of Reading Miscues (Goodman & Burke, 1973). I then examine the oral reading of the Chinese text by the readers through the Chinese Taxonomy. The analyses yield results which show that the miscue patterns produced by the L2 Chinese readers are strikingly similar to the miscue patterns produced by the readers in miscue studies of English and other languages. This demonstrates that readers of all writing systems make use of cues from graphophonic / graphomorphemic, lexico-grammar, and semantic levels to get to meaning, regardless of the differences in writing systems. In addition, readers of Chinese do not read character by character linearly; in order to construct meaning they make use of the three cueing systems, their existing linguistic and conceptual schemata, and a variety of reading strategies. The analyses also show that there are language-specific effects on the use of reading strategies and the selection of language cues in reading Chinese. For instance, readers of Chinese rely more strongly on the syntactic and semantic cues than on the graphic and phonemic cues, as required by the "highly-semantic" characteristic of the Chinese writing system.

This research study explore: (a) beliefs Korean ESL readers have about reading in L1 and L2 prior to the Retrospective Miscue Analysis (RMA) sessions, (b) how their beliefs about reading affect the way they read in L1 and L2 and their evaluation of themselves as readers in L1 and L2 reading, and (c) change of their beliefs about reading and about themselves as readers that result from the use of RMA.

The psycholinguistic theory of reading developed by Kenneth Goodman, which closely parallels the analysis-by-synthesis model of listening comprehension proposed by Cooper and Stevens, claims that readers use grapho-phonic, syntactic, semantic and pragmatic cues to construct meaningful texts through cycles of sampling, inference, prediction, confirmation or disconfirmation and integration. Pragmatic cues are supplied in part by pronoun reference, which adds cohesion to texts. Evidence to support the psycholinguistic theory of reading comes from miscues, cases during oral reading when there is a difference between the reader's observed response and the expected response. The analysis of pronoun miscues provides insights into the text features and strategies readers use to assign reference. Five text features readers use to assign pronoun reference are preceding noun phrases, preceding pronouns, self-reference or direct address in dialog, the dialog carrier position, and paragraph-initial "I". Readers make significantly fewer miscues at sites where these cues are available than at other sites. For any story certain text features provide less ambiguous cues than others. However, a comparison of two stories suggests that there is no absolute hierarchy of pragmatic cues. Rather, the strength of a text feature depends on how it is realized in a particular text. Readers sometimes overgeneralize normally-successful strategies for assigning pronoun reference. Two types of overgeneralization are pronoun maintenance and topic maintenance, using a preceding pronoun or noun to assign reference when that pronoun or noun is not co-referential with the pronoun for which reference is being assigned. Patterns of correction of pronoun miscue reveal readers' tentativeness and scope of focus, two factors important for reading proficiency. Proficient readers are tentative and maintain a wide scope of focus. Correction of pronoun miscues, which frequently are disconfirmed pragmatically, requires a wide focus. In order to develop appropriate strategies for assigning reference, readers need frequent opportunities to transact with whole, cohesive texts. In addition, if readers are encouraged to read for meaning and given the chance to self-correct, they can develop the tentativeness and wide scope of focus characteristic of proficient readers.

This study is a naturalistic exploration of the way elementary school children resolve anaphoric pronoun reference in their oral reading of complete narratives. The resolution of pronominal reference is of interest because of the possibility it offers to examine how readers construct a meaning for a text while they are reading it. Third-person pronouns offer interesting points to examine how readers deal with the referential structure of text. They play an important role in establishing the structure by virtue of their dependence on other text items for their interpretation. It was assumed that the way readers deal with pronouns would provide insight into the way they were constructing the referential structure of the text. Miscue analysis was selected as an appropriate technique to examine the in-process behavior of readers. The miscues involving third-person pronouns made by 88 readers from second, fourth, and sixth grade children were analyzed. The children at each grade level each read a complete story. A total of 1,037 miscues involving third-person anaphoric pronouns were noted for qualitative analysis. The analysis produced the following results. Miscues involving third-person anaphoric pronouns occurred proportionally less frequently than miscues involving other text items. This suggested that pronouns were more readily comprehended by the subjects of this study than other text items. The frequency of insertion and substitution of particular third-person pronouns was directly proportional to the frequency of the particular pronoun in the text. This suggested that the subjects were sensitive to the broad referential character of the text. Substitution miscues involving third-person anaphoric pronouns were restricted to a small set of grammatical items. This suggested that the subjects were sensitive to syntax as they processed pronouns. A number of atypical miscue patterns were identified at particular points in the texts. These atypical patterns provided the strongest evidence for the view that readers construct a cognitively interpreted text as they read. The correction of pronoun miscues suggested that when the subjects constructed a cognitively interpreted text they did so tentatively and were prepared to change this in the face of disconfirming evidence in the subsequent text.

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 145-149).

No description available.

This study focuses on the patterns of similarities and differences found in second grade students' reading data taken from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment test and their Miscue Analysis sessions as measured by the In-Depth Procedure. Data was gathered using audio recordings, interviews and existing DIBELS Oral Reading Fluency subtest scores. Data was organized into five data sets and then analyzed using various groupings including the DIBELS labels <italic>Below/At/Above</italic> Benchmark and descriptors from Miscue Analysis--proficient, moderately proficient and non-proficient. Answers were sought to three research questions:1. What are the patterns of similarities and differences of miscues associated with second grade students' reading transactions with three different authentic texts of children`s literature?2. What relationship, if any, exists between second grade students' patterns of miscues and their DIBELS Oral Reading Fluency subtest scores?3. What are the patterns of retelling scores from Miscue Analysis by students designated at three different levels by the DIBELS Oral Reading Fluency subtest?The findings from this research study indicate that the texts used in assessments play an important role in children's reading transactions and ultimately influence the outcomes. Findings also indicate that the DIBELS Oral Reading Fluency subtest identifies the obvious; that non-proficient readers are not proficient at reading, and as a result the DIBELS provides little new and useful information for teachers and education specialists to use to help children grow as readers. A third and final finding indicates the need for a holistic retelling component within oral reading assessments as a measure of a reader's comprehension.

Thesis (Ph. D.) -- University of Alberta, 2010. / "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Language and Literacy Education, Department of Elementary Education, University of Alberta." Title from pdf file main screen (viewed on February 11, 2010) Includes bibliographical references.