Cognitive Styles and Miscue Analysis of Reading and Writing.

Autor/in	Ney, James W.
Titel	Cognitive Styles and Miscue Analysis of Reading and Writing.
Quelle	(1980), (53 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Cognitive Style; Elementary Education; Grade 4; Language Processing; Miscue Analysis; Reading Processes; Reading Research; Writing Processes + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Elementarunterricht; School year 04; 4. Schuljahr; Schuljahr 04; Sprachverarbeitung; Leseprozess; Leseforschung
Abstract	Fourth grade students' miscues occurring in signaled sentence combining exercises were compared with their reading miscues in a study relating cognitive style to miscue analysis of reading and writing. The records of 16 students were used, with reflective students and impulsive students so designated on the basis of their miscues per one-hundred words. Miscues of phonology (reading) and spelling (writing) correlated very highly, indicating that reading and writing are similar processes. Miscues of addition and substitution were more frequent in reading, while miscues of omission were more frequent in writing. Thus, miscues of phonology and spelling have as their source the manner in which linguistic units are stored in the mind and the manner in which rules relate these underlying forms to surface forms. Regarding cognitive style, the reflective students showed a much higher correlation between their reading and writing miscues than did either the total group of students or the impulsive students. Applying the results to instructional practice, teachers could teach reading and writing as mirror images of the same process so that similarities could be strengthened and differences emphasized. It also appears that reading and writing lessons could be designed for groups of students who have similar records. (RL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01