Journal article
Accuracy in identifying students’ miscues during oral reading: a taxonomy of scorers’ mismarkings
Reading and Writing, Vol.32(4), pp.1009-1035
04/15/2019
DOI: 10.1007/s11145-018-9899-5
Abstract
Informal reading inventories (IRI) and curriculum-based measures of reading (CBM-R) have continued importance in instructional planning, but raters have exhibited difficulty in accurately identifying students’ miscues.
To identify and tabulate scorers’ mismarkings, this study employed examiners and raters who scored 15,051 words from 108 passage readings by students in Grades 5 and 6. Word-by-word scoring from these individuals was compared with a consensus score obtained from the first author and two graduate students after repeated replaying of the audio from the passage readings. Microanalysis conducted on all discrepancies identified a cumulative total of 929 mismarkings (range = 1–37 per passage) that we categorized in 37 unique types. Examiners scoring live made significantly more mismarkings than raters scoring audio recordings, t(214) = 4.35, p = .0001, with an effect size of d = 0.59. In 98% of the passages, scorers disagreed on the number of words read correctly—the score used for screening and progress monitoring decisions. Results suggest that IRIs and CBM-Rs may not be accurate as diagnostic tools for determining students’ particular word-level difficulties.
Details
- Title: Subtitle
- Accuracy in identifying students’ miscues during oral reading: a taxonomy of scorers’ mismarkings
- Creators
- Deborah Reed - 0000 0004 1936 8294 grid.214572.7 Iowa Reading Research Center University of Iowa 103 Lindquist Center South Iowa City IA 52242 USAKelli Cummings - 0000 0001 0941 7177 grid.164295.d University of Maryland College Park USAAndrew Schaper - 0000 0004 0636 1958 grid.450673.3 Colorado Department of Education Denver USADevon Lynn - 0000 0004 0472 0419 grid.255986.5 Florida State University Tallahassee USAGina Biancarosa - 0000 0004 1936 8008 grid.170202.6 University of Oregon Eugene USA
- Resource Type
- Journal article
- Publication Details
- Reading and Writing, Vol.32(4), pp.1009-1035
- Publisher
- Springer Netherlands; Dordrecht
- DOI
- 10.1007/s11145-018-9899-5
- ISSN
- 0922-4777
- eISSN
- 1573-0905
- Grant note
- EDIES-13-C-0038 / Institute of Education Sciences (http://dx.doi.org/10.13039/100005246)
- Language
- English
- Date published
- 04/15/2019
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9983993336302771
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