Author: Kucer, Stephen

Source: Reading Psychology, Volume 30, Number 4, July 2009 , pp. 340-358(19)

Publisher: Routledge, part of the Taylor & Francis Group

Abstract:

This research investigates the relationship among various processing behaviors and their link to comprehension. Thirty-four students from three fourth-grade classrooms orally read the first chapter of a short story. The reading was followed by an unaided recall and probes by the researcher. Each clause as finally read was evaluated for semantics (acceptable/unacceptable) and maintenance of author's meaning (yes/no). Finally, words read per minute and number of total, corrected, and uncorrected miscues was calculated. The impact of miscues on retelling performance on the clause and story event level was evaluated using nonparametric, parametric, and multivariate analyses. On the clause level, findings indicate that a similar proportion of clauses were recalled irrespective of whether the clause had been read with no miscues, corrected miscues, or uncorrected miscues. There was a significant difference, however, in the proportion of recalled clauses depending on miscue type. Uncorrected semantically unacceptable/meaning disrupting clauses were less likely to be recalled, whereas clauses containing uncorrected miscues that did not change meaning were more likely to be recalled than clauses read with no miscues. On the story level, strong retellings were associated with fewer meaning changing and meaning disrupting miscues and with more corrected miscues and reading speed. Total number of miscues, miscues that did not change meaning, and reading grade level were not significantly associated with strong story retellings. These findings suggest that the concept of accuracy may not be as significant as miscue meaningfulness and that speed is best understood as part of a matrix of behaviors associated with strong comprehension.

Document Type: Research article

DOI: http://dx.doi.org/10.1080/02702710802411604

Affiliations: 1: Department of Teaching and Learning, College of Education, Washington State University-Vancouver, Vancouver, Washington, USA

Publication date: 2009-07-01

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