Does Accuracy Make a Difference? Examining the Miscues of Proficient and Less Than Proficient Adult Readers

Theurer, Joan Leikam

doi:10.1080/19388071003797449

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Situating Models Of Assessment1

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Cited by 3 publications

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“…The accuracy of a student's oral reading ability is usually formally assessed during a timed oral reading of text that is specifically designed for assessment purposes (Theurer, 2011). During these assessments, the teacher marks an error when the reader's response (what the child says) is different from the expected response (what is in the printed text).…”

Section: Situating Models Of Assessmentmentioning

confidence: 99%

Utilizing Retrospective Miscue Analysis Strategies With Fifth Grade Readers: Focus on Comprehension

Haling

Spears

2015

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The purpose of this action research endeavor was to change the culture of an accuracy view of reading to one of comprehension in a fifth grade classroom. The goal was to establish a common vocabulary and to revalue the process of reading. A constant comparative method of data analysis was used throughout the study to observe changes in students’ view of reading and use of miscue vocabulary. By the end of this study, students actively monitored comprehension, rather than trying to produce an oral reading event with 100% word accuracy.

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Section: Situating Models Of Assessmentmentioning

confidence: 99%