Oral reading miscues of Hispanic students: implications for assessment of learning disabilities.

Abstract

Twenty Hispanic successful readers and twenty Hispanic students identified as having learning disabilities in reading were assessed in English and Spanish using the Reading Miscue Inventory. Oral reading miscues were analyzed to determine similarities and differences between the groups in their first and second reading languages. Data were analyzed for graphic similarity, sound similarity, grammatical function, comprehension, and grammatical relationships. Significant differences were found to exist in all these categories when analyzed in the students' first reading language and in the last three categories when analyzed for English reading. The data for students classified as learning disabled suggest the need for more extensive consideration of primary language reading in the determination of a learning disability.