engleski

Miscue analysis as a tool in discovering children’ s comprehension of temporal story structure

The author describes the application of miscue analysis in discovering whether young learners of English as a foreign language understand the basic temporal story structure when reading in English. Miscue analysis was originally developed by Kenneth S. Goodman as a diagnostic tool to provide a more detailed insight into understanding texts during the reading process. Goodman defines reading as a “ psycholinguistic guessing game ; ” i.e. as a process in which the reader uses several reading strategies in order to grasp the meaning of the text. Readers produce a number of ‘ errors’ while reading. These are ‘ miscues.’ Strategies and miscues are observed responses, which are analyzed in reference to the expected responses, to explain processes of reading and understanding revealed by the miscues themselves. Results obtained by miscue analysis represent a comprehending score, which is a quantitative indicator of a reader’ s ability to focus on meaning. Since understanding the reading process is essential for teaching reading and comprehension, miscue analysis has been as widely used in language classroom, as well as in research studies. Here, it is employed in second language research.

miscue analysis; comprehension; story; reading; EFL teaching

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