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Teacher Ability in Recording Oral Reading Performance

Teacher Ability in Recording Oral Reading Performance TEACHER ABILITY IN RECORDING ORAL READING PERFORMANCE Richard L. Allington A widely held tenet in reading instruction is that an analysis of oral reading performance can substantially aid instructional deci- sion making (Goodman 1976). The analysis of oral reading errors and its subsequent interpretation, however, is dependent upon an accurate recording of the oral reading performance. While numer- ous studies have evaluated interpretation of oral reading perfor- mances (Weber 1968), few have investigated teacher ability in recording oral reading performance. In a definitive study, E. Ladd (1961) investigated untrained teachers’ ability to record oral reading performance and the sub- sequent effect that two types of training had in improving re- cording abilities. She found that the untrained teachers incorrect- ly recorded from 34 to 39 percent of the oral reading miscues they were attempting to observe. Even after some thirty training protocols employing audio recordings, actual children, or both techniques, the teachers were still unable to record nearly 25 percent of the miscues. Ladd required the teachers to record hesi- tation and phrasing errors, and we can assume that the ambiguity of these error types contributed to the inaccuracy of the scoring. We should also note that Ladd’s study http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

Teacher Ability in Recording Oral Reading Performance

Allington, Richard L
Academic Therapy , Volume 14 (2): 6 – Nov 1, 1978
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References (8)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345127801400205
Publisher site
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Abstract

TEACHER ABILITY IN RECORDING ORAL READING PERFORMANCE Richard L. Allington A widely held tenet in reading instruction is that an analysis of oral reading performance can substantially aid instructional deci- sion making (Goodman 1976). The analysis of oral reading errors and its subsequent interpretation, however, is dependent upon an accurate recording of the oral reading performance. While numer- ous studies have evaluated interpretation of oral reading perfor- mances (Weber 1968), few have investigated teacher ability in recording oral reading performance. In a definitive study, E. Ladd (1961) investigated untrained teachers’ ability to record oral reading performance and the sub- sequent effect that two types of training had in improving re- cording abilities. She found that the untrained teachers incorrect- ly recorded from 34 to 39 percent of the oral reading miscues they were attempting to observe. Even after some thirty training protocols employing audio recordings, actual children, or both techniques, the teachers were still unable to record nearly 25 percent of the miscues. Ladd required the teachers to record hesi- tation and phrasing errors, and we can assume that the ambiguity of these error types contributed to the inaccuracy of the scoring. We should also note that Ladd’s study

Journal

Academic Therapy – SAGE

Published: Nov 1, 1978

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