An exploratory study of the relationship of the remedial readers' concept of reading to reading miscues, unaided recall and aided recall

Lee, Beverly J. (1986) An exploratory study of the relationship of the remedial readers' concept of reading to reading miscues, unaided recall and aided recall. Masters thesis, Memorial University of Newfoundland.

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    Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
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Abstract

Little research has been carried out to examine the relationship between a remedial reader's concept of reading and how that reader approaches the act of reading. This study investigated the relationship of remedial readers' concept of reading to reading miscues, unaided recall and aided recall. -- Twenty remedial readers were randomly selected from the university clinic files. These readers ranged in age from six to sixteen years. Data were collected for each child on four reading related aspects: interview sheet, miscues, aided and unaided recalls. -- The most important finding in this study is that at the independent reading level remedial readers actively engaged in meaning seeking rather than decoding words as was reflected in their interview and as is reported in many studies on good and poor readers. -- Most of the remedial readers were word dependent; that is when asked they indicated that reading is saying all the words correctly. At both the independent and instructional levels of reading, the percentage of acceptable miscues made was similar but the total number of unacceptable miscues made at the instructional level was twice that at the independent level. At the independent level, the percentage of recall was greater than the percentage of recall at the instructional level. At both levels, the unaided recall was text based, that is, the remedial readers recalled the information almost exactly as it was written in the text without paraphrasing or embellishing the information. At both the independent and instructional levels, the recall increased substantially when questions were asked indicating a dependence on probing to help these remedial readers recall more information than they readily organize and retrieve. The remedial reader's concept of reading seems to vary depending on the level of the reading material being read.

Item Type: Thesis (Masters)
URI: http://research.library.mun.ca/id/eprint/7956
Item ID: 7956
Additional Information: Bibliography: leaves 91-99.
Department(s): Education, Faculty of
Date: 1986
Date Type: Submission
Library of Congress Subject Heading: Reading--Remedial teaching; Miscue analysis; Recollection (Psychology); Reading, Psychology of;

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