Teacher Responses to Miscues during Oral Reading by Second-Grade Students

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Abstract
Second-grade teachers were observed working with basal reader groups in order to determine teacher responses to student miscues during oral reading. Examination of 181 responses resulted in a classification system of eight categories: tell, visual, visual context, sound, spell, meaning, structural analysis, and reference to prior use. In 50.2% of the responses the teachers told the child the correct word. An additional 29.7% of the responses were perceptually oriented (visual, visual context, or spell). Only 5% of the responses involved using meaning cues. The investigators concluded that the teachers seemed to consider the purpose of oral reading to be accurate word identification rather than identification of meaning and that these teachers did not view the oral reading portion of the lesson as an opportunity to guide children in application of word identification strategies they had been taught.

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