Question: What can be
learned about students’ proficiency in English by having them read aloud?
Answer:
Quote: “Monolingual
and bilingual teachers can also conduct oral-miscue analysis of students’ oral
reading to determine the different types of reading strategies the students
employ. This requires some advance planning in that teachers need to have a
transcript of the text to be read. As students read aloud, teachers note on the
text any repetitions, substitutions, insertions, omissions, or self-corrections
students make….. A more thorough analysis includes asking students to retell
what was read (as in story retelling….)”
Comment: Too many miscues will add up to the student’s not understanding what was read. RayS.
Title: “Assessing the
Literacy Development of Second-Language Students: A Focus on Authentic
Assessment.” Georgia Earnest Garcia, pp. 180-205. In Kids
Come in All Languages: Reading
Instruction for ESL Students. Eds. K Spangensberg-Urgschat and R Pritchard.
Newark, DE: IRA. 1994.
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