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Simple Research by LoryAnne
Simple Research by LoryAnne
Introduction
Reading is a thinking process that involves recognizing words and it allows students to
use his or her prior knowledge to make meaning of a text. In this process, miscues occurrences
response that occurs when the readers’ knowledge of language and concept of the world may not
match up with the text (Goodman, 1969). Miscues are defined as instances in oral reading when
a reader reads a text in the way that the person listening would not expect.
(https://www.researchgate.net/publication/324306647_Miscue_analysis_A_glimpse_into_the_re
ading_process)
Miscue analysis is a means to use a running record for diagnosis to identify students'
specific difficulties. Not only is the running record a way to identify reading rate and reading
accuracy, but it also is a way to assess reading behaviors and identify reading behaviors that need
support. A miscue analysis is a great way to get some authentic information about a student's
The miscues to look for during the miscue analysis are mispronunciation, omission,
substitution, insertion, repetition, transposition and reversal. Most of the time, readers commit
mistakes on pronunciation. On greater aspects, five problem areas in English pronunciation are
identified. These can interfere with intelligibility when speaking in English. First is intonation.
Intonation refers to the paralinguistic vocal features such as: pitch, loudness, resonance, quality
and flexibility. Speakers vary these to show intent and emotion. Secondly,
stress is extremely important in English and carries a great deal of information. There is stress on
both word and sentence levels. Stress can show contrast, if the information is old or new, the
focus of the message and other information about the speaker’s intent. Third, thought groups or
how speakers group words into phrases to make their ideas clear. Thought groups put
information in understandable chunks to help lead the listener through the speaker’s message.
Next is linking or how we transition from word to word. It is based on the last sound of the first
word and the first sound of the next word. Without linking, speech sounds choppy and
know how to pronounce a word by its spelling. Pronunciation in English is based on sounds, not
spelling. Some sounds in English (th for example) don’t exist in other languages. Error in these
areas can make it difficult to be understood by native English speakers. The degree of the
problem will vary depending on one’s native language, awareness of English pronunciation
(https://www.callearning.com/blog/2011/03/5-problem-areas-in-english-pronunciation/)
Since English is mostly the second language of most of Filipinos then they are really
capable of committing mistakes on the pronunciation of words considering the complexity of the
language. It is difficult to understand why such words are pronounced very differently from how
it is spelled. Sometimes, English language makes one go crazy like in pronouncing the words
cough, tough, and rough is not the same way in pronouncing though and dough although they
have almost the same spelling; the only difference is the initial letter. English vowels make it
really tricky to know how to say a word. “Way,” “weigh” and “whey” are all said the same, for
example, while “comb,” “bomb” and “tomb” are all pronounced differently. And there are a lot
One of the problems behind this is the readers’ exposure to the world of words. The reader only
has limited time reading printed materials written in English and it is not taught to him or her
properly.
There are more factors that affect students’ pronunciation. One is students’ ages. The
younger your students are, the easier it is for them to acquire an accurate pronunciation – and it
becomes increasingly difficult as they age as the brain’s original plasticity diminishes, and it
becomes more rigid. Now that said, this does not mean adult students should give up trying to
improve their pronunciation. It just means they have to work harder. Another is learners’
attitudes. Research and studies consistently show that ESL students with a positive attitude
towards learning English learn faster. By the same token, students who are genuinely open-
minded and interested in improving their pronunciation often do improve it. It is truly amazing
what the right attitude can do. On the other hand, students who have prejudices or a natural
dislike for English will be less successful than those with a positive attitude and open mind. Next
is student motivation. Out of these first three internal factors, motivation is the one that can really
make a difference. Highly motivated students will in all likelihood have a better pronunciation.
Most simply want to fit in; they don’t want to be discriminated against because they have a
“funny” accent. Others, like adult learners, really need to speak clearly and effectively for
from different nationalities have varying degrees of difficulty learning proper pronunciation. The
difficulty depends on how different their native language is from English. The fifth thing that
affects pronunciation is exposure to English. It will come as no surprise that ESL students who
live in English-speaking environment acquire better pronunciation faster because they are
immersed in the language. But not all ESL students are immersed in an English-speaking
environment. The degree to which they are exposed to English on a daily basis will determine
how fast they’ll be able to improve their pronunciation. So, children who go to bilingual,
English-speaking schools should have a better pronunciation than those who study English only
a couple of times a week. Another factor that may be affecting your students’ ability to acquire
proper pronunciation is quite simply that it is not being explicitly taught in the classroom. This is
one of the things that ESL classes often lack and one of the things that makes a world of
pronunciation they hear on a daily basis. If they are immersed in a community where most of the
individuals speak English with a non-native accent, this will surely influence their own
pronunciation. Moreover, if the teacher has a non-native accent, it will affect students’
pronunciation as well. Of course, you can teach English if your accent is not native perfect. But
it is your responsibility to strive to improve your pronunciation as much as you can. It is also
vital for you to encourage students to seek out native input, either by joining activities or groups
with English speakers or spending some time in an English-speaking country. Students must be
proactive in their hopes to secure the right English pronunciation, but teachers are the coaches in
this endeavor. These are the two sides of the pronunciation coin – partners working together to
Reading without miscues sounds good, one develops fluency. Reading with fluency is
essential in conveying meaning of a text read. It is also important for motivation. A reader who is
fluent tends to love reading more. A reader who reads slow will have trouble meeting the
Teachers. The results of the study would be utilized by teachers to improve their skills in
teaching reading and making instructional materials that would help students on reading words
Students. This study would allow students to read freely to develop their good reading attitude.
Future Researchers. This may be used by future researchers to develop a teaching strategy that
Generally, this research aimed to identify the different types of miscues committed by
readers and their attitudes while reading. Specifically, it answers the following questions:
1. What are the problems encountered by the respondents in reading a particular passage?
This study was delimited to the identification of the different types of miscues while
reading a text and the attitudes of the respondents while reading. Moreover, only 5 male Grade V
students of Arnap Elementary School, Cabugao, Ilocos Sur were subjects of the study. The study
Miscues. Goodman (1969) introduced the idea of miscues as more than just “oral reading
errors”, but a way to understand children’s existing reading strategies and to help them learn
more effective new strategies. Goodman’s miscue analysis required a technical knowledge of
Omission. During oral reading, the student omits a word that changes the meaning of the
sentence.
Substitution. Instead of reading the word in the text, a child substitutes a word that may or may
not make sense in the passage.
Insertion. An insertion is a word(s) added by the child that is not in the text.
Transposition. The child will change the position of the word in a sentence.
Reversal. A child will reverse the order of the print or the word. (from instead of form, etc.)
Theoretical Framework
The miscues may tell behavior of students before, during and after reading.
Mispronunciation can mean that the reader is not familiar with the word he or she is reading. It
may be his or her first time to encounter it or he or she seldom reads and tends to forget the
correct pronunciation of the word. Does the inserted word detract from meaning? If not, it may
just mean the reader is making sense but also inserts. The reader may also be reading too fast. If
the insertion is something like using finished for finish, this should be addressed. When words
are omitted, it may mean weaker visual tracking. Determine if the meaning of the passage is
affected or not. If not, omissions can also be the result of not focusing or reading too fast. It may
also mean the sight vocabulary is weaker. Lots of repetition may indicate that the text is too
difficult. Sometimes readers repeat when they're uncertain and will repeat the word(s) to keep the
words coming as they regroup. Watch for altered meaning. Many reversals happen with young
readers with high-frequency words. It may also indicate that the student has difficulty with
Sometimes a child will use a substitution because they don't understand the word being read.
Does the substitution make sense in the passage, is it a logical substitution? If the substitution
does not change the meaning, it is often enough to help the child focus on accuracy, because
he/she is reading from meaning, the most important skill. When a child reads too fast, the
tendency is to overlook the other words in the passage resulting to changing the order of the
words in the sentence in the purpose to read as much as possible all the words contained in the
sentence. (https://www.thoughtco.com/miscue-analysis-for-diagnosing-reading-difficulties-
3111062)
Most good readers actually skip over about 30% of the words their eyes see on a page -
yet they still come away with understanding what the text says. Decades of eye-tracking and
reading ability studies tell us that children and adults learn to skim over certain words on a page.
It's usually the small and high-frequency words that our eyes pass over, while seeking out and
fixating on the less common words we need to register in our minds. Not all word skimming falls
within the range of normal reading behavior, however. When we listen to a child read aloud, we
can identify miscues - those instances when a child leaves out a word or changes it in some way -
in order to better understand the nature of a reading struggle. Identifying and tracking miscues is
an important step in determining if a child needs targeted reading instruction or if they may have
miscues.php)
On Miscue Analysis
Miscue analysis procedures include the collection and examination of a single and
complete oral reading experience followed by a retelling. The procedures and standards are
outlined in both the Goodman Taxonomy and the Reading Miscue Inventory (Goodman, Watson,
diagnostic and evaluative instruments in that miscue research studies reading in as natural a
condition as possible, with readers orally reading authentic and complete stories they have not
been exposed to before. In this way, miscue analysis provides a naturalistic viewpoint and the
To date, hundreds of studies on miscue analysis have been conducted from different
perspectives to explore the reading process, to evaluate readers, and to improve reading
instruction (Brown, Goodman, & Marek, 1996). Although their foci are different, these studies
have generally confirmed Goodman's model and theory of reading view that reading is a
meaning-seeking process in which readers use graphic, phonemic, syntactic, and semantic cues
to make sense of texts. Miscue analysis is an assessment that helps a teacher identify the cueing
systems used by a reader — the strategies a reader uses to make sense of a text. Instead of
focusing on errors, miscue analysis focuses on what the student is doing right, so that he or she
can learn to build on existing reading strategies. This section explains how to perform miscue
analysis and how to use what you learn from it to help your students.
A key assumption of miscue analysis is that what readers do is neither accidental nor
random. Rather, it is cued by language and personal experience (Goodman, 1973, p. 93). The
insights gained from miscue analysis have contributed to the development of the Goodman
Such analysis has made an ideological shift away from a deficit-oriented view of readers'
weaknesses toward a view that appreciates the linguistic strengths that readers bring to the
reading process as they construct meaning from a text. In addition, miscue analysis helps
researchers/teachers evaluate reading materials, and thus provides them with an objective basis
for selecting suitable texts for readers. The most basic contribution of miscue analysis to
knowledge of the reading process is its demonstration that reading is an active, receptive
language process. Miscue analysis also helps researchers/teachers analyze the oral reading of
Chapter II
Presentation of Data
MISCUES
Respondent Mispronunciation Omission Substitution Insertion Repetition Transposition Reversal
Analysis
Based on the data given, obviously, readers commit mistakes by mispronunciation. Eight
words were mistakenly read by omission omitting the –s for every word – boosts, seems,
involves, relaxes, vessels, blood, movements, improves, adds. Three words were mistakenly read
by repetition. Two sets of group of words were transposed: instead of love to laugh it was read
laugh to love and instead of by relieving it was read relieving by. One committed insertion,
On mispronunciation, love, lucky, duct and job and production were mispronounced with
middle [o] sounds. This imply that the respondents were used to reading words with middle o
sounded as [o] sound. Species, movements, facial, able, people and immune were mispronounced
as by syllable – is-pe-sis, mo-ve-ments, fa-si-al, ab-le, pe-op-le, im-mu-ne. The reason behind
may be because they really are not familiar with the words and they just read it the way they are
spelled, the tendency the respondents will be doing having a great skill in reading Tagalog
words. Laughter mispronounced as low-ter because it resembles the word daughter. Even,
natural and finally were mispronounced sounding the vowel sounds as short vowel sounds; e-
ven, na-tu-ral, fi-na-li. The respondents have lack of knowledge on the different vowel sounds.
They are used to reading Tagalog texts. Heart is mispronounced as hƏrt, muscles as muskƏls,
and relieving as relaIving. The respondents again have low knowledge of vowel sounds. They
may be inattentive when the words were read during reading class.
Conclusion
Because of complexity of English words, Filipino readers are confused on how to read
words properly. Their attitude like poor love in reading and inattentive in class may add to the
problem. Other factor is the kind of text materials they are exposed to and the manner and
frequency they use the language. The more they speak the language, there is greater chance to
correct them when they commit mistakes or mispronunciation. Using the language develops
fluency gaining confidence lessening the occurrence of miscues other than mispronunciation.
Recommendation
There should be a continuous motivation for students to read. Retain and maintain the
reading programs of school. If there is none, create one for it is a good avenue to inculcate love
for reading. For teacher, devise a strategy where readers can have greater retention of what they
are reading so they won’t forget easily how words are read properly.