RETROSPECTIVE MISCUE ANALYSIS AS AN INSTRUCTIONAL STRATEGY WITH ADULT READERS.

Persistent Link:
http://hdl.handle.net/10150/184245
Title:
RETROSPECTIVE MISCUE ANALYSIS AS AN INSTRUCTIONAL STRATEGY WITH ADULT READERS.
Author:
MAREK, ANN TRIPLETT.
Issue Date:
1987
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Retrospective miscue analysis is an instructional strategy designed to engage readers in analyzing and evaluating the quality of their own oral reading miscues. This study was concerned with exploring how retrospective miscue analysis used as an instructional strategy with adults influenced both the reading process and the perceptions adult readers hold about that process. A pilot study with one adult reader was conducted to evaluate and modify retrospective miscue analysis techniques used in previous research. The revised retrospective miscue analysis procedures were then studied in-depth with two adult women. The subjects participated in weekly retrospective miscue analysis sessions for approximately four months each. During those sessions, the readers analyzed their own miscues from the previous week's reading, and then tape-recorded a selection for analysis during the next retrospective miscue analysis session. The subjects read materials from third-grade through college readability levels. When texts were grouped according to relative difficulty and analyzed using Procedure I of the Reading Miscue Inventory, each subject demonstrated improvement in utilizing reading strategies, as suggested by a reduction in miscues per hundred words and a strengthening of control over syntactic an semantic relationships in text. Analysis of the tape-recorded retrospective miscue analysis sessions revealed over time that each subject shifted from a text reproduction model of the reading process to a model which placed importance on the construction of meaning. Those findings were corroborated by comparing each reader's responses to interview questions asked at the outset and conclusion of the study. Research findings indicated that retrospective miscue analysis used as an instructional strategy with adult readers was instrumental in moving readers toward more effective use of reading strategies and more positive and realistic perceptions about themselves as readers.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Miscue analysis.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Teaching and Teacher Education; Graduate College
Degree Grantor:
University of Arizona

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleRETROSPECTIVE MISCUE ANALYSIS AS AN INSTRUCTIONAL STRATEGY WITH ADULT READERS.en_US
dc.creatorMAREK, ANN TRIPLETT.en_US
dc.contributor.authorMAREK, ANN TRIPLETT.en_US
dc.date.issued1987en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractRetrospective miscue analysis is an instructional strategy designed to engage readers in analyzing and evaluating the quality of their own oral reading miscues. This study was concerned with exploring how retrospective miscue analysis used as an instructional strategy with adults influenced both the reading process and the perceptions adult readers hold about that process. A pilot study with one adult reader was conducted to evaluate and modify retrospective miscue analysis techniques used in previous research. The revised retrospective miscue analysis procedures were then studied in-depth with two adult women. The subjects participated in weekly retrospective miscue analysis sessions for approximately four months each. During those sessions, the readers analyzed their own miscues from the previous week's reading, and then tape-recorded a selection for analysis during the next retrospective miscue analysis session. The subjects read materials from third-grade through college readability levels. When texts were grouped according to relative difficulty and analyzed using Procedure I of the Reading Miscue Inventory, each subject demonstrated improvement in utilizing reading strategies, as suggested by a reduction in miscues per hundred words and a strengthening of control over syntactic an semantic relationships in text. Analysis of the tape-recorded retrospective miscue analysis sessions revealed over time that each subject shifted from a text reproduction model of the reading process to a model which placed importance on the construction of meaning. Those findings were corroborated by comparing each reader's responses to interview questions asked at the outset and conclusion of the study. Research findings indicated that retrospective miscue analysis used as an instructional strategy with adult readers was instrumental in moving readers toward more effective use of reading strategies and more positive and realistic perceptions about themselves as readers.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectMiscue analysis.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineTeaching and Teacher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.committeememberGoodman, Kennethen_US
dc.contributor.committeememberGoodman, Yettaen_US
dc.identifier.proquest8803262en_US
dc.identifier.oclc699832770en_US
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