Investigating the Relationship Between Oral Reading Miscues and Comprehension in L2 Chinese
Dados Bibliográficos
| ID | 5901484 |
|---|---|
| Autores | Sicheng Wang (0000-0002-2143-767X) |
| Ano | 2025 |
| Volume | 10 |
| Fascículo | 5 |
| Páginas | 115 |
| Data de publicação | 2025-05-19 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Languages (JOURNAL) |
| Identificadores do periódico | ISSN: 2226-471X • E-ISSN: 2226-471X |
| Editora | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/languages10050115 |
| OpenAlex | W4410493721 |
| Idioma | EN |
| Referências citadas | 34 |
Reading comprehension in Chinese as a second language (L2 Chinese) presents unique challenges due to the language's logographic writing system. Analysis of oral reading miscues reveals specific patterns in L2 learners' reading processes and comprehension difficulties. Despite established theoretical frameworks for miscue analysis in alphabetic languages, empirical research on miscues in logographic systems such as Chinese remains limited, particularly regarding their relationship with reading comprehension. This study investigates the relationship between oral reading miscues and literal comprehension of Chinese texts among L2 Chinese learners. Sixty-six intermediate-level Chinese learners from U.S. universities participated in the study. Oral reading and sentence-level translation tasks were administered to examine miscues and assess comprehension. Through analyzing the oral reading data, we identified 14 types of oral reading miscues, and they were categorized into four categories: orthographic, syntactic, semantic, and word processing miscues. Results showed strong negative correlations between oral reading miscues and comprehension. Orthographic, syntactic, and semantic miscues were negatively correlated with reading comprehension performance, while word processing miscues showed no significant correlation with comprehension. The findings reveal the complex relationship between character recognition, word processing behaviors, and comprehension in L2 Chinese reading, and suggest a need for a nuanced approach to oral reading error correction in L2 Chinese reading instruction. Based on the findings, pedagogical implications for effective reading instruction and reading assessment in L2 Chinese classrooms are discussed
Comprehension · Linguistics · Miscue analysis · Reading (process · Reading comprehension · Computer Science · EFL/ESL Teaching and Learning · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development · Philosophy
Oral Reading Fluency as an Indicator of Reading Competence
Properties of School Chinese
Word Knowledge in a Theory of Reading Comprehension
The role of knowledge in discourse comprehension
Making Sense of Learners Making Sense of Written Language
When Learners Read in Two Languages
Are alphabetic language -derived models of L2 reading relevant to L1 logographic background readers
Understanding and Evaluating English Learners’ Oral Reading With Miscue Analysis
Retrospective Miscue Analysis With Proficient Adult ESL Readers
Adult English learners and the bilingual reading process
The Taxonomy of Writing Systems
An investigation of Chinese-character learning strategies among non-native speakers of chinese
Strategy use in L2 Chinese reading
Diagnosing reading problems for low-level Chinese as second language learners
Extending the compensatory model of second language reading
Analysis of Oral Reading Miscues
An Investigation of Reading Strategies Applied by American Learners of Chinese as a Foreign Language
Chinese L2 Literacy Development
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |