Oral Reading Miscues and Reading Comprehension by Chinese L2 Learners

Date
2020-10-15
Authors
Shen, Helen H.
Zhou, Yi
Gao, Gensong
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University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Volume
32
Number/Issue
2
Starting Page
143
Ending Page
168
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Abstract
This study investigated types of oral reading miscues and their relationship with silent reading comprehension among college-level Chinese as a second language (L2) learners, as well as these students’ perspectives toward classroom oral reading practice, at three U.S. universities. Altogether, 80 students were selected randomly to participate in the study. Qualitative and quantitative analyses of data showed that first- through fourth-year students committed four categories of miscues while orally reading instructional-level material: orthographic, syntactic, semantic, and word-knowledge-based. Three of the four categories negatively correlate with silent reading comprehension. A survey of students at beginner and advanced levels showed that students at both levels view oral reading practice as important and helpful for improving their reading comprehension. Lower-level students prefer methods focused more on facilitating accurate character and word recognition, while advanced learners prefer methods that stress text comprehension and have oral reading integrated with other creative learning activities.
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Keywords
oral reading, miscue analysis, reading Chinese
Citation
Shen, H. H., Zhou, Y., & Gao, G. (2020). Oral Reading Miscues and Reading Comprehension by Chinese L2 Learners. Reading in a Foreign Language, 32(2), 143-168. http://hdl.handle.net/10125/67378
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