The Effects Of Retrospective Miscue Analysis On The Fifth Graders’ Reading Miscues

• Main Authors: Chung, Hsinghui, 鍾馨慧
• Other Authors: Sheu, Pinghuang
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/62336746433991038921

碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 100 === The purpose of this case study was to investigate the effects of retrospective miscue analysis on the fifth graders’ reading miscues, reading strategies and reading cognition. Six fifth graders with different reading abilities from an elementary school in New Taipei City were participated in this study. First, the subjects were given Burke Reading Interview as pre (Burke, 1987), and they had reading miscue inventory and retrospective miscue analysis based on their oral reading of two articles. After that, the Burke Reading Interview was carried out again as post. The major findings were as following: 1. The subjects gained higher recognition and better insights into their own reading abilities. 2. The subjects increased their cognition and the use of reading strategies. 3.The subjects recognized that miscues did not necessarily hamper comprehension. 4. Substitution was the main type of miscues and the use of nonreal word substitution was increased. However, low reading abilities subjects tried to use different cues to comprehend the texts, and as a result, the percentage of correction and omission miscue was increased. 5. The subjects used the grammatical rules and sentences patterns learned in their English classes to comprehend the texts. And the syntactic acceptability of the sentences with miscues was higher than the semantic acceptability. Based on the findings above, retrospective miscue analysis did help the subjects to gain better insights into their miscues, reading strategies and cognition of reading abilities. Therefore, some suggestions were given to English educators and reading instruction so as to English learners could learn to be more confident and active readers.