Honors Program

Spring Showcase Presenters

Taylor Goodpaster

Title: “Oral Miscues in Struggling Readers”
Major: Communication Sciences and Disorders
Minor: Linguistics
Faculty Mentor:  Dr. Pamela Reese (Communication Sciences and Disorders)

Taylor Goodpaster is a senior studying Communication Sciences and Disorders with a minor in Linguistics. During her time at IPFW, Taylor was very involved with several student organizations on campus including the Dean of Students Diplomats, Speech and Hearing Club, MAC Peer Leader Program, and the Center for Supplemental Instruction. Taylor has received multiple scholarships, including All Philanthropic (ASAP) IPFW-CSD Scholarship in Communication Disorders and Honors Program Research Scholarship. After graduation Taylor will attend Purdue University to get her master’s in Speech-Language Pathology.  



This study seeks to examine and evaluate oral miscues in struggling readers. All participants in the study took part in a five week reading camp at Indiana University-Purdue University Fort Wayne.  At the onset of the camp the children were asked to read an unfamiliar text. Transcripts of the texts were made, and miscues were recorded on the transcript. Miscues were evaluated for syntactic acceptability and semantic acceptability. Type of miscue was also recorded and separated into categories: substitution, omission, successful correction, and unsuccessful correction. The hypothesis tested is that the children would make less overall miscues and more high quality miscues at the end of the reading camp than they did at the beginning of the camp. Results of the study showed that there was no significant change in the percentage of overall miscues, syntactically acceptable miscues, semantically acceptable miscues, or high quality miscues. During re-telling all children demonstrated knowledge of an unfamiliar text, indicating that miscue analysis may not have been the best method of describing reading progress in struggling and emerging readers. 

Keywords: miscue analysis, struggling readers, emergent literacy