Literaturnachweis - Detailanzeige
| Autor/in | Smith, Mabel G. |
|---|---|
| Institution | Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling. |
| Titel | A Comparison between Oral Reading Miscues of Readers with Normal Intelligence and Educable Mentally Retarded Readers. Technical Report No. 469. |
| Quelle | (1978), (166 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Comparative Analysis; Context Clues; Decoding (Reading); Elementary Secondary Education; Mental Retardation; Mild Mental Retardation; Miscue Analysis; Oral Reading; Reading Comprehension; Reading Difficulty; Reading Processes; Semantics; Students; Syntax |
| Abstract | The oral reading miscue patterns of 26 normal students in grades one, two, and three were compared with those of 26 educable mentally retarded students from primary, intermediate, and junior high school classes. Intelligence quotients ranged from 94 to 137 for the normal students and from 50 to 80 for the retarded students. During the testing sessions, pupils read three selections they had never seen before; their oral reading was tape recorded, and miscues were later recorded and analyzed according to reading miscue inventory criteria. Among the results were that mentally retarded and normal readers displayed similar abilities to utilize sound and graphic cues in decoding unknown words, and that the two groups substituted single words of the same grammatical function to a similar degree. Normal readers, however, appeared to correct more miscues than did retarded readers and to be more proficient in producing grammatically and semantically acceptable structures when reading, while mentally retarded readers showed a tendency to make a greater number of meaning-changing miscues. Normal readers showed a greater tendency to use meaning-based and grammar-based cues and to correct miscues efficiently, while retarded readers tended to use grammar-based cues while often ignoring meaning factors. (Author/GW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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