Guided Oral Reading and Miscue Focused Verbal Feedback in Second-Grade Classrooms

Abstract

THIS STUDY investigated the nature and effects of teacher-pupil interaction patterns surrounding reading miscues occurring during guided oral reading lessons. The subjects were 22 second grade teachers and the students assigned to either highest (N = 152) or lowest (N = 157) reading groups. Audio tapes of reading group lessons were collected biweekly over a 10 week period. Verbal interactions were coded using the FORMAS (Feedback to Oral Reading Analysis System) taxonomy. In addition to the interaction patterns, data were also collected on student reading achievement levels (PRE/ POST), reading rate and reading accuracy. The findings point toward important relationships between miscue related behaviors and teacher verbal feedback patterns. Further, relationships between growth in reading achievement and such factors as error rate in practice materials and verbal feedback patterns are suggested. These findings are discussed in terms of instructional routines for teachers and pupils which are adapted into as a means of maintaining activity flow and maximizing content coverage. Some instructional implications are drawn which suggest ways in which these routines-in particular those which appear detrimental to the less skilled reader-might be modified.