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ARE DISABLED READERS DELAYED OR DIFFERENT? AN APPROACH USING AN OBJECTIVE MISCUE ANALYSIS
Author(s) -
WILLICH YVE,
PRIOR MARGOT,
CUMMING GEOFF,
SPANOS TOM
Publication year - 1988
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1988.tb00907.x
Subject(s) - miscue analysis , psychology , reading (process) , nonsense , meaning (existential) , developmental psychology , cognitive psychology , linguistics , reading comprehension , psychotherapist , philosophy , biochemistry , chemistry , gene
S ummary . The question of whether the reading behaviour of disabled readers is qualitatively different from that of normally reading children has as yet received no clearcut answer. An objectively scored and simplified version of the Goodman miscue analysis system was developed as a means of comparing the use of various reading cues by Grade 4 disabled readers and Grade 2 normal readers whose reading level was psychometrically equivalent. The disabled readers were not only delayed but also qualitatively different from controls in that they made significantly less use of syntactic, semantic and text meaning cues. They also differed in self‐correction behaviour with the disabled readers tolerating much more nonsense in their oral reading.