Understanding and Evaluating English Learners’ Oral Reading With Miscue Analysis

Keh, Melissa Latham

doi:10.1002/jaal.625

Cited by 5 publications

(2 citation statements)

References 25 publications

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“…Goodman, et al, 2005;Harmey and Kabuto, 2018;Martens, 1997) as well as bilingual readers (e.g. Coll and Osuna, 1990;Kabuto, 2017;Latham Keh, 2017;Mikulec, 2015). Likewise, retrospective miscue analysis which "enables readers to discuss the underlying logic of their miscues" (Moore and Brantingham, 2003: 466) has also been adopted or adapted with both monolingual and bilingual students (e.g.…”

Section: Miscue Analysis and Reading In Chinesementioning

confidence: 99%

Making the invisible visible: Young Chinese heritage language learners’ reading process through retrospective miscue analysis

Liu

2022

Journal of Early Childhood Literacy

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This study intends to examine the reading process in Chinese of two young heritage language learners through the use of retrospective miscue analysis (RMA). Retrospective miscue analysis involves both the author and the reader in reflectively discussing the reader’s oral reading miscues—responses that differ from the actual text. This study confirms the notion that reading is an active sense-making process where the graphophonic, syntactic, and semantic cues as well as translanguaging skills function interdependently to assist heritage language readers with meaning construction. Strategies of sampling, predicting, substituting, and correcting are also evident in their reading. These active but “invisible” reading behaviors are not available through asking comprehension questions. Instead, they are obtained from the reflective conversations between the researcher and the students. Retrospective miscue analysis helps readers gain a deeper understanding of the reading process and enhances their metacognitive skills. This study also includes language and reading behaviors that are unique to Chinese heritage language learners as well as implications for parents and teachers.

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Section: Miscue Analysis and Reading In Chinesementioning

confidence: 99%

Making the invisible visible: Young Chinese heritage language learners’ reading process through retrospective miscue analysis

Liu

2022

Journal of Early Childhood Literacy

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“…Literature [10] explored the effect of the video-assisted self-testing (VASR) form of English teaching and confirmed that the teaching mode improved students' oral communication skills through a controlled trial. Literature [11] summarized the easy mistakes made in oral reading in English. It used an e-linguistic approach to summarize and qualitatively analyze them in order to help students correct their oral errors and reduce the occurrence of oral errors.…”

Section: Introductionmentioning

confidence: 99%

Feature Identification and Pedagogical Innovation of English Speaking Teaching in Colleges and Universities Based on Deep Coding Attention

Chen

2024

Applied Mathematics and Nonlinear Sciences

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At present, most students in colleges and universities still have different degrees of difficulty in English oral expression. This study tries to apply deep coding attention to the teaching of spoken English in colleges and universities, taking into account the characteristics of tight time, long cycles, and challenging training in spoken English teaching. By proposing the CIASC-BiLSTM model that integrates the deep coding attention mechanism using a cross-fertilization layer, the attention mechanisms of intention recognition and semantic slot filling introduce explicit associative supplementary information to each other. The ASPAN dual attention mechanism model is employed to learn adversarial training from two public benchmark corpora. To verify the effectiveness of the innovative teaching model of spoken English in colleges and universities based on deep encoding attention, this paper explores the changes in students’ spoken English proficiency through teaching experiments. The results show that the significant difference value between the experimental class and the control class in the posttest of speaking performance is 0.026<0.05, and the experimental class has a substantial improvement over the control class. The results of the pre and post-test t-tests of speaking ability in each dimension of the experimental class are less than 0.05, and the innovative teaching of speaking based on deep coding attention has achieved good results.

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Oral reading fluency of Chinese second language learners

Yang

2020

Read Writ

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Understanding and Evaluating English Learners’ Oral Reading With Miscue Analysis

Abstract: English learners' miscues may not always resemble native speakers', yet they provide valuable insight into the students' strengths and needs as readers when analyzed with second-language acquisition in mind.

Cited by 5 publications

References 25 publications

Making the invisible visible: Young Chinese heritage language learners’ reading process through retrospective miscue analysis

Making the invisible visible: Young Chinese heritage language learners’ reading process through retrospective miscue analysis

Feature Identification and Pedagogical Innovation of English Speaking Teaching in Colleges and Universities Based on Deep Coding Attention

Oral reading fluency of Chinese second language learners

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