A Socio-Psycholinguistic Perspective on Biliteracy: The Use of Miscue Analysis as a Culturally Relevant Assessment Tool

Autor/in	Kabuto, Bobbie
Titel	A Socio-Psycholinguistic Perspective on Biliteracy: The Use of Miscue Analysis as a Culturally Relevant Assessment Tool
Quelle	In: Reading Horizons, 56 (2016) 1, S.25-44, Artikel 2 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0502
Schlagwörter	Sociolinguistics; Psycholinguistics; Miscue Analysis; Code Switching (Language); Barriers; Culturally Relevant Education; Reading Comprehension; Profiles; Evaluation Methods; Language Usage; Oral Reading; Reading Tests; Case Studies; Literacy; Grade 2; Elementary School Students; Spanish; English (Second Language); Japanese; Second Language Learning; Syntax; Semantics; Grammar; Interrater Reliability; Error Correction; Statistical Analysis; Reading Miscue Inventory + Suchen Sie Ihr Suchwort? Soziolinguistik; Psycholinguistik; Leseverstehen; Charakterisierung; Profilanalyse; Sprachgebrauch; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Lesetest; Case study; Fallstudie; Case Study; Alphabetisierung; Schreib- und Lesefähigkeit; School year 02; 2. Schuljahr; Schuljahr 02; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Japaner; Japanisch; Zweitsprachenerwerb; Semantik; Grammatik; Interrater-Reliabilität; Korrektur; Statistische Analyse
Abstract	Through the presentation of two bilingual reader profiles, this article will illustrate how miscue analysis can act as a culturally relevant assessment tool as it allows for the study of reading across different spoken and written languages. The research presented in this article integrates a socio-psycholinguistic perspective to reading and a translanguaging perspective to language use to highlight how differences in language and writing systems did not lead to difficulties or barriers in orally reading or comprehending texts. Contrarily, the use of miscue analysis was a culturally relevant assessment that provided a multidimensional perspective into the ways in which the readers constructed meaning. The article concludes with the benefits and the challenges of using miscue analysis with bilingual readers, and the implications of incorporating miscue analysis as a reading assessment tool in classrooms. (As Provided).
Anmerkungen	Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://scholarworks.wmich.edu/reading_horizons/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01