Reading in Spanish and English: A Comparative Miscue Analysis of First and Foreign Languages
Erin A. Mikulec.
Miscue analysis has previously been used as a means of understanding the reading process. According to Goodman (1972) miscue analysis provides qualitative evidence of not only what makes sense to the reader, but also how language sounds to the reader. This method has typically been used in a native-language context. But, what can miscue analysis show us about reading in a native language as compared to reading in a foreign language? While both Honeycutt (1982) and Sergent (1990) used miscue analysis as one of several tools for measuring reading in French and Chinese respectively, it has not been used to compare foreign language reading with native language reading.
This paper will discuss the results of a study conducted in which miscue analysis was used to compare reading in the subjects’ native language, English, with reading in their foreign language, Spanish. Subjects that participated in this study were asked to read aloud a passage in English and a passage in Spanish. Only authentic texts were used. Miscues for each reading were recorded and analyzed as they compared to one another for each individual participant. Data were also analyzed as they compared to all readings in English and all readings in Spanish in order to identify within-group patterns in native language and foreign language reading.
Findings will be presented as they relate to the following three research questions. What types of miscues will be made during native language and foreign language reading? Will correction rate vary across native and foreign language reading? Will there be similar patterns of meaning construction in native and foreign language reading?
Erin A. Mikulec (United States)
Curriculum and Instruction Foreign Language Education
(30 min. Conference Paper, English)