Substitution Errors in the Oral Reading of Words from a List, and of the Same Words in Context.

MacMullin, M. Roderick

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Title: Substitution Errors in the Oral Reading of Words from a List, and of the Same Words in Context.

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Title:	Substitution Errors in the Oral Reading of Words from a List, and of the Same Words in Context.
Authors:	MacMullin, M. Roderick
Descriptors:	Context Clues; Decoding (Reading); Error Patterns; Grade 2; Miscue Analysis; Oral Reading; Primary Education; Reading Comprehension; Reading Processes; Reading Research; Semantics; Syntax; Word Recognition
Source:	N/A
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Publisher:	N/A
Publication Date:	1980-00-00
Pages:	36
Pub Types:	Reports - Research
Abstract:	The reading responses of 80 second grade students to words in context and words in isolation were analyzed. The children were tested individually with four oral reading selections (kindergarten through third grade levels), a set of comprehension questions, and a word list. The children recognized fewer words in isolation than in context. The recognition in context of a word unknown in isolation depended on its grammatical function, its difficulty, the frequency of its use, its repetition in context, and the adequacy of contextual cues. An index of graphic similarity produced higher scores for substitutions occurring in isolation than for substitutions in context, indicating that a graphic display of a word was a more salient cue for words in isolation than for words in context. Unexpectedly, oral reading comprehension was not more highly correlated with words in context than with words in isolation. Neither the frequency nor the proportion of semantically acceptable substitutions correlated significantly with oral or silent reading comprehension. Neither the frequency nor the proportion of syntactically acceptable substitutions predicted oral reading comprehension; but the frequency of such substitutions was the better predictor of silent reading comprehension. Significant correlations among the various subclasses of substitutions were indications that a common factor across subclasses was significantly related to reading comprehension. (RL)
Abstractor:	N/A
Reference Count:	0

Note:	Research prepared at Temple University
Identifiers:	N/A
Record Type:	Non-Journal
Level:	1 - Available on microfiche
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Grade 2; Primary Education

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