Research Analysis #2
1. How did you select this research study to analyze? What search terms did you use? What database did you use? What was your rationale for selecting this particular study to analyze over the others in the search results? What is the full reference for the study in APA format?
In search for this article I used the One Search library data base from University of North Florida (UNF) library website. The terms used were “deaf readers learning to read”. As I strolled down the list of titles, I came across one titled “Using Miscue Analysis to Assess Comprehension in Deaf College Readers”. I selected this article because majority of research in the field of deaf education is primarily with elementary school aged students. …show more content…
Most high school graduates read at the fourth grade level. This is due to the language barriers that occur with English and American Sign Language (ASL). Many hearing students are able to use decoding strategies to determine the meaning of a word or passage, how to pronounce a word, and to comprehend a passage.
Miscue analysis is an assessment tool used among many hearing teachers and DHH teachers to determine where their students are not comprehending texts. This assessment is typically given to elementary school-aged children. To date (2010) the authors were unable to find any research completed with college age DHH students using this strategy. This assessment “measures oral reading accuracy at the word level by identifying when and the ways in which the reader deviates from the text while reading aloud” (Albertini & Mayer, 2010). Analyzations from this assessment provides information on a reader’s semantic, syntactic, and graphophonic skills. Learning the number of an individual’s miscue analysis errors can dictate the amount of comprehension learned; the more errors the less …show more content…
Each session was recorded and later transcribed. All signed parts of the recordings were transcribed by a certified Sign Language Interpreter. The retells were scored using the protocol from QRI-4. The examiner will place a check next to each explicit idea that was recalled from the student. The comprehension questions were scored as one point accuracy. The CLOZE passages were scored from a protocol and credit was given for verbatim responses.
7. What conclusions were reached? After analyzing the videos, the authors were able to conclude the qualitative analyses of reading comprehension used in this study do not correlate well with standard assessments. “Neither the number of miscues produced not combined rank ordering of three additional diagnostic measures (comprehension questions, retells, and CLOZE) correlates to the performance on the NTID or ACT (Albertini & Mayer, 2010 p.42).
Those students who chose to read the passage themselves then translated to ASL, made more comprehension errors than the students who used SC or spoken English. All readers showed attempts of constructing meaning as they read, even when they're unable to recognize the words. Overall, grade school level passages, depend on the ability to comprehend and recognize key words and
1. How did you select this research study to analyze? What search terms did you use? What database did you use? What was your rationale for selecting this particular study to analyze over the others in the search results? What is the full reference for the study in APA format?
In search for this article I used the One Search library data base from University of North Florida (UNF) library website. The terms used were “deaf readers learning to read”. As I strolled down the list of titles, I came across one titled “Using Miscue Analysis to Assess Comprehension in Deaf College Readers”. I selected this article because majority of research in the field of deaf education is primarily with elementary school aged students. …show more content…
Most high school graduates read at the fourth grade level. This is due to the language barriers that occur with English and American Sign Language (ASL). Many hearing students are able to use decoding strategies to determine the meaning of a word or passage, how to pronounce a word, and to comprehend a passage.
Miscue analysis is an assessment tool used among many hearing teachers and DHH teachers to determine where their students are not comprehending texts. This assessment is typically given to elementary school-aged children. To date (2010) the authors were unable to find any research completed with college age DHH students using this strategy. This assessment “measures oral reading accuracy at the word level by identifying when and the ways in which the reader deviates from the text while reading aloud” (Albertini & Mayer, 2010). Analyzations from this assessment provides information on a reader’s semantic, syntactic, and graphophonic skills. Learning the number of an individual’s miscue analysis errors can dictate the amount of comprehension learned; the more errors the less …show more content…
Each session was recorded and later transcribed. All signed parts of the recordings were transcribed by a certified Sign Language Interpreter. The retells were scored using the protocol from QRI-4. The examiner will place a check next to each explicit idea that was recalled from the student. The comprehension questions were scored as one point accuracy. The CLOZE passages were scored from a protocol and credit was given for verbatim responses.
7. What conclusions were reached? After analyzing the videos, the authors were able to conclude the qualitative analyses of reading comprehension used in this study do not correlate well with standard assessments. “Neither the number of miscues produced not combined rank ordering of three additional diagnostic measures (comprehension questions, retells, and CLOZE) correlates to the performance on the NTID or ACT (Albertini & Mayer, 2010 p.42).
Those students who chose to read the passage themselves then translated to ASL, made more comprehension errors than the students who used SC or spoken English. All readers showed attempts of constructing meaning as they read, even when they're unable to recognize the words. Overall, grade school level passages, depend on the ability to comprehend and recognize key words and