Preservice Teachers’ Ability To Determine Miscues and Comprehension Response Errors of Elementary Students.
Abstract
Examines the results of instruction in administering the Informal Reading Inventory (IRI) in three teacher training programs. Focuses on the examination of the scoring of the IRI in simulation exercises by preservice teachers after instruction in the administration and scoring of the IRI. Concludes that the preservice teachers did not accurately determine miscues and comprehension errors. (SG)
Reference
Traynelis-Yurek, E., & Strong, M. W. (2000). Preservice Teachers' Ability To Determine Miscues and Comprehension Response Errors of Elementary Students. Journal of Reading Education, 26(1), 15-22.
Journal
Journal of Reading Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
- early childhood
- Elementary
Programatic Focus
- early childhood education
- Elementary
Research Location Context
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
169
Duration of Data Collection
Data Sources
- Spache diagnostic reading assessment (IRI)
Data Analysis Tools
- Quantitative analysis
- t-test
Researcher Positionality
Research Questions
The study examined the results of instruction in administering the IRI in three teacher training programs. The focus of the study was the examination of the scoring of the IRI in simulation exercises by the preservice teachers after instruction in the administration and scoring of the IRI
Is this research question explicit from the manuscript? Yes