Parent Responses to Children’s Oral Reading Miscues During At-Home Reading Experiences

Abstract

Two hundred twenty-five miscues made by fifteen children reading to their parents were categorized according to miscue type and parent response. Results indicate a strong parental reliance upon supplying words or providing decoding instruction when their children miscue while reading orally. This is in response to a large number of miscues made by the children in sounding out a word or hesitating when approaching a word. Miscue-response pairings were also considered according to the response's emphasis on decoding or obtaining meaning from the story. One third of the 212 miscue-response pairs that could be used toward answering this question emphasized accurate decoding. The remaining two-thirds emphasized obtaining meaning from the text. Several factors could have biased these results, including lack of training by parents in the strategies of teaching reading.