The effect of training in miscue analysis on teacher's perceptions of oral reading behaviors

Abstract

Abstract The purpose of this study was to assess whether training in miscue analysis would influence teachers’ attitudes toward oral reading miscues. The investigator hypothesized that teachers would be more aware of students’ strengths after having been trained in miscue analysis. Graduate students enrolled in a diagnostic and remedial reading course were given a pretest during the first class session. The pretest consisted of listening to a taped sample of oral reading and then writing a description of the student's reading ability. Approximately six weeks later, after having extensively worked through a commercial program on miscue analysis, the same taped sample was used as a posttest. The teachers’ written comments were classified as (1) descriptive comments; (2) negative inferences (those which alluded to the reader's weaknesses); and (3) positive inferences (those which alluded to the reader's strengths). Statistical analysis revealed that significantly more positive inferences were made after misc...