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Document Description
TitleAn analysis of the utilization of the cueing systems by proficient and less proficient fourth-grade readers
AuthorBillard, Kathryn Bernice
DescriptionThesis (M.Ed.)--Memorial University of Newfoundland, 1984. Education
Paginationvii, 105 leaves
SubjectMiscue analysis; Reading (Elementary);
Degree GrantorMemorial University of Newfoundland. Faculty of Education
NotesBibliography : leaves 96-103.
AbstractThe purpose of this study was to examine the similarities and differences of proficient and less proficient fourth-grade readers in their utilization of the graphophonic, syntactic, and semantic cueing systems of language. -- Ten students from two grade four classes whose comprehension scores on the Gates-MacGinitie Reading Tests (1965) fell between 4.2 and 4.7 and between 4.9 and 5.4 were selected for the study. The less proficient group was comprised of the five students with scores between 4.2 and 4.7, and the proficient group was the five students between 4.9 and 5.4. -- The students read orally the story "Space Pet, " selected from the Reading Miscue Inventory (Y. Goodman & C. Burke, 1972). Each child was asked to retell as much of the story as possible. The reading and retelling of the story were audiotaped. The writer listened to the tape for each child in order to accurately record all the miscues, and to write down the story verbatim for each child. -- The miscues for each group were examined in terms of the amount of graphophonic similarity, the percent of syntactically and semantically acceptable miscues, the percent of miscues corrected, and the extent to which each group's miscues distorted meaning. Group means were tabulated and presented. The findings indicated that both groups of readers utilized the cueing systems, but did not use them equally. Both the proficient and less proficient groups relied more heavily on the graphophonic system than on either the syntactic or the semantic. The less proficient readers, however, used the graphophonic system more extensively than did the proficient readers. The proficient readers produced more syntactically and semantically acceptable miscues than did the less proficient readers. The proficient readers corrected a higher percentage of miscues and produced fewer miscues resulting in meaning change than did the less proficient readers.
Resource TypeElectronic thesis or dissertation
FormatImage/jpeg; Application/pdf
SourcePaper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries
Local Identifier75313221
RightsThe 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.
CollectionElectronic Theses and Dissertations
Scanning StatusCompleted
PDF File(16.87 MB) --
CONTENTdm file name314809.cpd