Theoretically Based Studies of Patterns of Miscues in Oral Reading Performance. Final Report [electronic resource] / Kenneth S. Goodman and Carolyn L. Burke.
Reading is a process in which written language conveys meaning between writer and reader. The reader uses graphic, syntactic, and semantic cues to get to the meaning. This study examines the reading process of 94 subjects with proficiency levels ranging from low second grade to high tenth grade usin...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1973.
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MARC
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| 100 | 1 | |a Goodman, Kenneth S. | |
| 245 | 1 | 0 | |a Theoretically Based Studies of Patterns of Miscues in Oral Reading Performance. Final Report |h [electronic resource] / |c Kenneth S. Goodman and Carolyn L. Burke. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1973. | ||
| 300 | |a 459 p. | ||
| 500 | |a ERIC Document Number: ED079708. | ||
| 500 | |a Sponsoring Agency: Office of Education (DHEW), Washington, DC. Bureau of Research. |5 ericd. | ||
| 500 | |a Contract Number: OEG-0-9-32075-4269. |5 ericd. | ||
| 520 | |a Reading is a process in which written language conveys meaning between writer and reader. The reader uses graphic, syntactic, and semantic cues to get to the meaning. This study examines the reading process of 94 subjects with proficiency levels ranging from low second grade to high tenth grade using the Goodman Taxonomy of Reading Miscues. The analysis showed reading at all levels to be consistent with the Goodman model of reading. Low proficiency readers are using the same process as high proficiency readers but less well. They are less efficient because they use more graphic, syntactic, and semantic information than they need; they have less productive strategies for using this information; and they lose more of the potential meaning. The analysis revealed no hierarchy of skills in reading development. Beyond the very lowest levels, no notable differences in handling graphic cues exist. Differences in ability to handle complex syntax disappear among readers of moderate to high proficiency. The single consistent difference between groups at successive proficiency levels is in their ability to comprehend what they read. The best indicator of reading proficiency is the percent of miscues semantically acceptable before correction. (Author/TO) | ||
| 650 | 1 | 7 | |a Cognitive Processes. |2 ericd. |
| 650 | 1 | 7 | |a Decoding (Reading) |2 ericd. |
| 650 | 1 | 7 | |a Miscue Analysis. |2 ericd. |
| 650 | 0 | 7 | |a Reading Ability. |2 ericd. |
| 650 | 1 | 7 | |a Reading Comprehension. |2 ericd. |
| 650 | 1 | 7 | |a Reading Development. |2 ericd. |
| 650 | 1 | 7 | |a Reading Processes. |2 ericd. |
| 650 | 0 | 7 | |a Reading Research. |2 ericd. |
| 650 | 0 | 7 | |a Reading Skills. |2 ericd. |
| 650 | 0 | 7 | |a Semantics. |2 ericd. |
| 650 | 0 | 7 | |a Syntax. |2 ericd. |
| 700 | 1 | |a Burke, Carolyn L. | |
| 710 | 2 | |a Wayne State University. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED079708.pdf |z Full Text (via ERIC) |
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