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

advanced search

Digital Archives Initiative
Memorial University - Electronic Theses and Dissertations 1

menu off

add document to favorites : add page to favorites : reference url

back to results : previous : next

Search this object:

0 hit(s) :: previous hit : next hit

View:

previous page : next page

Document Description

Title	An exploratory study of the relationship of the remedial readers' concept of reading to reading miscues, unaided recall and aided recall
Author	Lee, Beverly J.
Description	Thesis (M.Ed.) -- Memorial University of Newfoundland, 1986. Education
Date	1986
Pagination	vi, 102 leaves
Subject	Reading--Remedial teaching; Miscue analysis; Recollection (Psychology); Reading, Psychology of;
Degree	M.Ed.
Degree Grantor	Memorial University of Newfoundland. Faculty of Education
Discipline	Education
Language	Eng
Notes	Bibliography : leaves 91-99.
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.
Type	Text
Resource Type	Electronic thesis or dissertation
Format	Image/jpeg; Application/pdf
Source	Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries
Local Identifier	75370907
Rights	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.
Collection	Electronic Theses and Dissertations
Scanning Status	Completed
PDF File	(16.10 MB) -- http://collections.mun.ca/PDFs/theses/Lee_BeverleyJ.pdf
CONTENTdm file name	326364.cpd