Abstract
Reading is a vital skill. Research has shown that proficient learners usually have a greater comprehension of the reading material. This study focuses on non-proficient learners’ oral reading as a direct method of assessing their reading ability. Miscue analysis is used as a tool to gather information and measure strategies used in reading and comprehending a given material. The study investigates the types and frequencies of miscues made by learners when they orally read texts and assesses learners’ comprehension based on the oral reading through the use of multiple-choice questions. The number of miscues made and the scores for the multiple choice questions are patterned using Microsoft Excel program and are converted into percentages. This study found that when the number of miscues made by the learners reduced during the oral reading process, the scores on the comprehension section did not necessarily improve. The types of miscues made by learners were omission of words namely plural and past-tense endings of verbs, substitution of words such as the pronoun ‘she’ with ‘he’, and hesitation especially with complex words. The findings imply that learners have language problems in grammar, vocabulary, pronunciation, and the use of reading strategies.
Highlights
A single-sentence definition of reading is that “reading is the ability to draw meaning from the printed page and interpret this information appropriately” (Grabe and Stoller, 2002: 9)
The types of miscues done by the learners during the oral reading of the given text were identified using a checklist of miscues culled from the literature
The number of miscues for all the three oral reading texts made by each learner ranged between 4 - 67 miscues
Summary
A single-sentence definition of reading is that “reading is the ability to draw meaning from the printed page and interpret this information appropriately” (Grabe and Stoller, 2002: 9). The National Reading Panel (2000) note that the ability to do so (i.e. to derive meaning from print) requires, (a) the skills and knowledge to understand how phonemes, or speech sounds are connected to print, (b) the ability to decode unfamiliar words, (c) the ability to read fluently, (d) sufficient background information and vocabulary to foster reading comprehension, (e) the development of appropriate active strategies to construct meaning from print, and (f) the development of maintenance of motivation to read These requirements subsume the skills or strategies which are necessary to become proficient readers. They are not able to identify certain words, omit selected words, do not have the capacity to use context clues to identify unfamiliar and
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