Do Teachers Individualize Their Responses to Reading Miscues?: A Study of Feedback during Oral Reading.

Lass, Bonnie

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Peer reviewed

ERIC Number: EJ294667

Record Type: CIJE

Publication Date: 1984

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Do Teachers Individualize Their Responses to Reading Miscues?: A Study of Feedback during Oral Reading.

Lass, Bonnie

Reading World, v23 n3 p242-54 Mar 1984

Indicates that primary grade teachers do individualize their responses to match variations in reading miscues. Specifically, they were apt to disregard meaning-based mistakes, provide instruction when letter cues were misused, and instruct or supply words when a child hesitated on or refused to attempt a word. (FL)

Descriptors: Error Patterns, Feedback, Grade 2, Miscue Analysis, Oral Reading, Primary Education, Reading Comprehension, Reading Instruction, Reading Research, Teacher Response

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

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