Miscue analysis offers a number of possibilities for examining how second language (L2) readers process text. The present exploratory investigation of six case study subjects (bilingual 4th and 6th grade students, speakers of Spanish and Na??huatl from Central Mexico) seeks to develop a typology of one aspect of text processing that would be difficult to assess by other evaluation approaches that do not require oral reading: self-correction of reading miscues. In principle, different self-correction strategies should be related to broader tendencies in literacy development. For example, a more reflective and analytical posture toward language in general might be evidenced in self-corrections that are also more reflective and sensitive to sentence-level context constraints. In other words, readers who are more metalinguistically aware would also tend to monitor their own comprehension to a greater degree. United Kingdom Reading Association 1999.
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Psychology (miscellaneous)