A Study of Oral Reading Miscues that Result in Grammatical Re-Transformations. Final Report [electronic resource] / Kenneth S. Goodman and Carolyn L. Burke.
The oral reading miscues of 18 proficient readers, six each from grades 2, 4, and 6, were divided into those which did not change syntactic structure (nontransformation miscues) and those which did (retransformation miscues) and were analyzed through the use of the Goodman Taxonomy of Reading Miscue...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1969.
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MARC
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| 100 | 1 | |a Goodman, Kenneth S. | |
| 245 | 1 | 2 | |a A Study of Oral Reading Miscues that Result in Grammatical Re-Transformations. Final Report |h [electronic resource] / |c Kenneth S. Goodman and Carolyn L. Burke. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1969. | ||
| 300 | |a 192 p. | ||
| 500 | |a ERIC Document Number: ED039101. | ||
| 500 | |a Sponsoring Agency: Office of Education (DHEW), Washington, DC. Bureau of Research. |5 ericd. | ||
| 500 | |a Contract Number: OEG-0-8-070219-2806(010). |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Education. | ||
| 520 | |a The oral reading miscues of 18 proficient readers, six each from grades 2, 4, and 6, were divided into those which did not change syntactic structure (nontransformation miscues) and those which did (retransformation miscues) and were analyzed through the use of the Goodman Taxonomy of Reading Miscues. The two groups of miscues were compared with the following categories: (1) correction attempts, (2) cueing from the peripheral visual field, (3) dialect, (4) graphic and phonemic relationships, (5) grammatical function, (6) level of syntactic involvement, (7) syntactic and semantic proximity, and (8) syntactic and semantic acceptability. Retransformation miscues were further categorized according to changes effected on the deep and surface-level structures. A total of 1,742 miscues were analyzed, of which 1,061 were retransformation miscues. Qualitative differences between retransformation and nontransformation miscues and qualitative differences within retransformation miscues were considered. Tables, appendixes, and a bibliography are included. (WB) | ||
| 650 | 0 | 7 | |a Deep Structure. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Education. |2 ericd. |
| 650 | 1 | 7 | |a Reading Development. |2 ericd. |
| 650 | 1 | 7 | |a Reading Diagnosis. |2 ericd. |
| 650 | 1 | 7 | |a Reading Processes. |2 ericd. |
| 650 | 0 | 7 | |a Semantics. |2 ericd. |
| 650 | 0 | 7 | |a Surface Structure. |2 ericd. |
| 650 | 1 | 7 | |a Syntax. |2 ericd. |
| 650 | 1 | 7 | |a Transformational Generative Grammar. |2 ericd. |
| 700 | 1 | |a Burke, Carolyn L. | |
| 710 | 2 | |a Wayne State University. | |
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