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    A comparison of the reading miscues of older struggling readers with younger but typically developing readers : are they different? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Inclusive Education) at Massey University, Albany, New Zealand
    (Massey University, 2018) Lang, Beverley Margaret
    Do struggling readers rely too much on context cues or not enough? This is a long-standing debate. The present study revisited this debate by comparing the oral reading miscues of 39 children aged 8-10 who were matched for reading age (8 years) and divided into three groups: younger typical readers (YT, n = 13), older struggling decoders with average or better listening comprehension who fitted the dyslexia profile (OSD, n = 13), and older struggling readers with mixed difficulties (OMD, n = 13). Miscues were compared using three taxonomies based on miscue analysis procedures that analysed miscues in terms of surface structure and deep grammatical structure. Multivariate analyses were conducted for the miscue data to find between-group differences. The study found that the miscues of the three groups of readers did not differ in graphemic or phonemic similarity but the OSD and OMD groups made proportionately more miscues that were not semantically or syntactically acceptable than did the YT group. At deep structure level the YT group made proportionately more miscues at phrase level than did the OSD and OMD groups. The OSD and OMD groups made proportionately more miscues that were real word substitutes than did the YT group, e.g., read “skates” as “snakes”. The YT and OMD groups made proportionately more miscues that were likely to be nonwords than did the OSD group, e.g., read “parcel” as “parl”. The study contributes to the literature by providing insights into how struggling readers process print in comparison with their typically developing peers – insights which can be translated into more effective differentiation and instruction. The findings suggest that, compared with younger typically achieving readers, struggling readers could make better use of context cues; that those in the dyslexia category could make better use of graphemic cues. The pedagogical implications are that teachers could work to help struggling readers use these cues more effectively, by combining phonics instruction with book reading; for example rather than make a global guess at an unknown word, readers could look carefully at graphemic information then use context to support those cues.
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    Oral reading errors of eight, nine and ten year olds of high and low reading ability : an analysis of their miscue patterns at independent and frustration levels : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education at Massey University
    (Massey University, 1978) Shepherd, Harold Tinsley
    A review of the Research which has investigated Oral Reading errors, both before and after the contribution of the Psycholinguists, showed that much of the data had been collected at relatively high difficulty levels. It was the purpose of this study to investigate differences in miscue patterns both between Independent and Frustration Reading difficulty levels and amongst groups differentiated by Reading ability, age and sex. The sample used consisted of twenty eight-year-olds, twenty nine-year-olds and twenty ten-year-olds, thirty of whom were of each sex and thirty of whom were of High Reading ability and thirty of whom were of low Reading ability. Five of the subjects were low ability Readers who had scored highly on the PAT Listening Comprehension Test. Miscues were collected from each subject at both their Independent and Frustration Reading levels and classified by using an amended form of Goodman and Burkes Reading Miscue Inventory. The miscue patterns obtained were then compared both between levels and amongst groups by using the SPSS programme of the Burroughs B6700 Computer at Massey University. Significant differences were found between miscue patterns at Independent and Frustration level and this has serious implications for the interpreting of the accumulated miscue research. Significant differences were also found amongst the various groups. High ability Readers were found to make greater use of the Syntactic and Grapho-Phonic cueing systems, and relatively less use of the Semantic Cueing system, at both levels, then were the low ability Readers. At Independent Level the high ability Readers made greatest use of the Syntactic cueing system but at Frustration Level usage of the Grapho-Phonic cueing system marginally replaced the Syntactic cueing system as the one upon which he placed most reliance. For low ability Readers this increased dependence on the Grapho-Phonic cueing system at Frustration level is not evident, and this suggests that high ability Readers have a more highly organized and integrated method of utilising the cues available than do low ability Readers. Rather,low ability Readers appear to utilize the cueing systems in a non-sequential, non-preferential, almost random manner. Girls appear to utilise the Semantic cueing system to a greater extent than do boys and developmental trends over the age groups used in the study illustrate the Readers developing ability to utilise the cueing systems in an integrated manner. Subjects of low Reading ability who had scored highly on the PAT Listening Comprehension Test utilised all three cueing systems less efficiently than did the other low ability Readers. Self-correction rates were found to be a function of the difficulty level of the material being read rather than a reflection of mastery of a trainable skill which differs quantitatively between high and low ability Readers. It is concluded that the analysis of Oral Reading Errors is a vital source of information for the Reading teacher or diagnostician and a recommended procedure for carrying out such analysis is outlined.
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    A comparison study of Quick60 and reading recovery instruction : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Albany, New Zealand
    (Massey University, 2016) MacDougall, Bridget Alexandra
    New Zealand has a national system of early reading intervention called Reading Recovery. This intervention is available to children after a year at school if they are seriously underachieving in reading. There has, however, been concern that the intervention has not achieved its aim of bringing underachieving readers up to class average. Results of international literacy surveys consistently indicate a wide gap between the best and poorest readers. Some critics have argued that a key reason for the gap is a lack of focus on the explicit teaching of phonologically-based skills in Reading Recovery and that other interventions could be more effective. One intervention that has been suggested is Quick60, a New Zealand developed literacy intervention for underachieving children that is taught in small groups and emphasises the teaching of phonologically-based skills. One aim of the present study was to assess the efficacy of Quick60 relative to Reading recovery. A second aim was to consider whether Quick60 could be of equal efficacy but more cost-effective than Reading Recovery which is taught on an individual basis and is whole language in approach. The comparison study of Quick60 and Reading Recovery took place in two schools and involved 30 children. Children were assessed on a number of language and literacy measures before and after 13 weeks of instruction. The results of the study indicated that both the Quick60 and Reading Recovery children made gains but no more than did the control group.
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    Phonological processing and the Reading Recovery Programme : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 1991) Iversen, Alexandra Josephine
    This study had three aims. First to determine whether those children entering the Reading Recovery programme were deficient in phonological processing ability. Secondly, to see whether the Reading Recovery Programme provided for the adequate development of phonological processing strategies, and thirdly, to ascertain whether a Reading Recovery programme, modified to include systematic training in phonological processing strategies, would be more effective. Sixty four First grade children identified as being the lowest scorers on the Diagnostic Survey (Clay), and the Dolch Word Test, were given either a standard Reading Recovery programme or a Reading Recovery programme modified to include systematic training in phonological processing strategies. Each child was matched on the basis of his/her scores on letter identification and dictation with a child frorn the other group, and with a child for whom no Reading Recovery was available, but who was receiving a standard intervention programme. Three tests measuring phonological processing ability were also administered pre and post-treatment, and at the end of the year. At the end of each child's programme an average child from the same classroom was also tested. The results supported the evidence that children experiencing difficulty in reading may be particularly deficient in phonological processing strategies. The results also confirmed the evidence that the Reading Recovery programme is very effective in bringing nearly all of the lowest scoring children up to average levels of performance in reading and writing in a matter of weeks. Furthermore, those children receiving the modified Reading Recovery programme reached the criteria for discontinuation (that is, they had acquired a set of strategies that would enable them to continue to learn to read as they read increasingly more difficult material), in significantly fewer lessons. Thus it would appear, for children experiencing difficulty in reading, the teaching of phonological processing strategies that make explicit the relationship not only between sounds and letters but also letters and sounds, increases the rate of learning. The type of educational setting that this teaching should take place in is discussed, as are the implications of such learning in relation to the child's growing control over the reading process.