Situated Actions during Reading Lessons
A Microanalysis of Oral Reading Error Episodes
Bibliographic Data
| ID | 8223092 |
|---|---|
| Authors | Clark A Chinn (0000-0002-5663-7794, University of Illinois Urbana-Champaign, corresponding author), Martha A Waggoner (University of Illinois Urbana-Champaign), Martha Waggoner (University of Illinois System), Richard C Anderson (University of Illinois Urbana-Champaign), Marlene Schommer (Witchita State University), Ian A G Wilkinson (0000-0002-5092-7459, University of Auckland) |
| Year | 1993 |
| Volume | 30 |
| Issue | 2 |
| Pages | 361-392 |
| Publication date | 1993-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312030002361 |
| OpenAlex | W2160104962 |
| Language | EN |
| Citations received | 8 |
| References cited | 30 |
A microanalysis was completed of 3,003 oral reading error episodes during 72 small-group reading lessons involving 116 students in three second-grade and three third-grade classrooms. Factors were investigated that influenced (a) oral reading errors made by readers, (b) the readers’ reactions to their own errors, and (c) the teachers’ feedback following errors. Characteristics of errors were influenced by such factors as the individual reader’s comprehension ability, the difficulty of the text, and teacher rates of feedback. Readers’ reactions were generally influenced by the same set of factors, together with the characteristics of the errors themselves. The patterns of teachers’ feedback suggested that they were juggling several goals: maintaining pace, preserving meaning, and helping students who were having difficulty with decoding. One way in which teachers appeared to reach a compromise among these aims was to employ stereotyped feedback routines. The results support the idea that the actions of students and teachers during error episodes are situated in social contexts, emerging in response to a dynamic interplay of factors that converge at particular moments
Comprehension · Conversation · Linguistics · Mathematics education · Meaning (existential · Pace · Reading (process · Reading comprehension · Set (abstract data type · Situated · Artificial Intelligence · Communication · Computer Science · EFL/ESL Teaching and Learning · Hearing Impairment and Communication · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning · Writing and Handwriting Education
Cognitive predictors of oral reading miscues in the text reading process in a transparent orthography
Sociocognitive Processes in Guided Silent Reading
Learning to read at home
Input-providing vs. output-pushing corrective feedback in dyadic tutoring sessions
The textbook‐driven curriculum
Change Over Time in First Graders’ Strategic Use of Information at Point of Difficulty in Reading
Patterns of Discourse in Two Kinds of Literature Discussion
Developmental changes in parents' use of miscue feedback during shared book reading
Apprenticeship in Thinking
An Experimental Study of Effective Teaching in First-Grade Reading Groups
Oral Reading Error Analysis
Guided Oral Reading and Miscue Focused Verbal Feedback in Second-Grade Classrooms
Intelligence, Cognitive Skills, and Early Reading Progress
Qualitative Analysis of Oral Reading Errors
Analysis of Oral Reading Miscues
The Development of the Use of Graphic and Contextual Information as Children Learn to Read
A Linguistic Analysis of First-Grade Reading Errors
The Reading Group
A Microanalysis of the Small-Group, Guided Reading Lesson
Structuring and Adjusting Content for Students
Situated Cognition and the Culture of Learning
Reading Errors and Self-correction Behaviour
| Unique citing works | 8 |
|---|---|
| Citations per year | 0.25 |
| Citation span | 1994 - 2023 (30) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 8 |