National College of Science & Technology: Amafel Building, Aguinaldo Highway, Dasmariñas City, Cavite

NATIONAL COLLEGE OF SCIENCE & TECHNOLOGY
Amafel Building, Aguinaldo Highway, Dasmariñas City, Cavite

EdPsyComm Department
"MISCUE ANALYSIS IN DIAGNOSING READING SKILLS AMONG CRIMINOLOGY
STUDENTS AT NATIONAL COLLEGE OF SCIENCE AND TECHNOLOGY."
A Thesis Proposal Presented to the Faculty of Education, Psychology,
and Communication Department of National College of
Science and Technology In Partial Fulfilment of
the Requirements for the Degree of Bachelor
of Secondary Education Major in English
Landicho, Ronnalyn
Mayasa, Norlaila
Leachon, Rachel
Vigafria, Derlyn
February 2021
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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
Miscue analysis is a method for assessing student’s reading comprehension
based on oral reading samples. It is a great way to get some authentic information
about a student's reading skills, and a means to identify specific weaknesses (Watson
2019). Students varies from how they read a certain passage/text. Some needs to read
slow in order to understand the material being read but some use a dictionaries to
understand unfamiliar words in the text.
Observing the details of what the individual is doing incorrectly can helps to
strengthen their skills and rectify their difficulties. Miscues according to Goodman is not
an “error” that is why he preferred calling this mistakes as “miscues” that will guide the
instructor or an assessor to identify the reading ability of a reader. Students face
difficulties in reading because they lack specific skills necessary for proficient reading.
Many schools cater this need through library works or a yearly evaluation to know the
level of reading ability of the students. Miscue Analysis is a widely used tool to measure
the reading ability of a student. It is because we can learn much by carefully evaluating
what children are doing incorrectly when they read. Students make reading errors
because they lack necessary skills to read the word correctly. Often by carefully
observing their exact errors, we can learn specific weaknesses and determine which
skills we need to help the students develop so they can advance their reading. The
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bottom line is, we can learn much from our mistakes. The first step in improving the
reading ability is to acknowledge and identify the mistakes. By doing this, a learner can
know what facet needs improvement. To date, hundreds of studies on miscue analysis
have been conducted from different perspectives to explore the reading process, to
evaluate readers, and to improve reading instruction (Brown, Goodman, & Marek,
1996). The aim of the researchers is to identify revealing patterns that could guide
educational preparation. Since the 1970s, classroom teachers and reading specialists
have learned to examine the errors children make in oral reading (Mckenna & Picard
2006). To expose the strengths and shortcomings of how children interpret text and
thereby educate the teaching of individual learners. According to Presidential
spokesman Salvador Panelo, Filipino students ranked last among 79 countries in a
global survey of reading comprehension (Ropero, ABS-CBN News 2019). This news is
quite alarming because we know that in order for us to be globally competitive and
successful, reading comprehension is necessary. Also, reading comprehension is
always accompanied by the reading ability of the readers. Reading is not a thing to
learned in order to be called literate, it is one of the key that will open more doors like
your critical thinking skills and many more. Reading skills have been built by
experience. They will only grow fluent readers if they supply them with text, print and
multimedia, and exercise them through instructor modelling, a joint practice of individual
practice. Comprehension refers to the creation and re-creation of meaning from the
printed materials (Miller as cited by Alonzo,2005). One reads to attain knowledge that is
useful in constructing new knowledge. Knowing the student's reading ability is extremely
significant, since this competency is known to be the key to learning expertise. It is
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enlightening to closely scrutinize the student’s exact reading errors. We can learn much
about how the child is reading and what skills he may lack from the types of mistakes he
makes. In today’s time where we are more acquainted on the learning disabilities that is
arising, we should always monitor and assess the readers reading ability. Because
prevention is always better than cure. The struggling student’s errors are the symptoms
of the underlying deficiency in a specific skill. However, the child or student does not
understand why they are making reading errors. For them, reading is just hard and they
make mistakes. The struggling reader does not recognize what they are doing
incorrectly or realize the specific skills they need to acquire to develop proficient
reading.
In relation with the topic being studied, knowing what Miscue Analysis can do
and how it assess the reading skills of the students will shed more light to the reading
ability of the students. The researchers know that there are many studies who already
confirmed the efficacy of Miscue Analysis but what this study offers is to determine the
Miscue Analysis being used by the Filipino students especially, now that social media
has already arise and many information are already everywhere. Also, this pandemic
may take away the time of the students on studying–instead of studying they may
engage in playing that will not improve their reading ability. This information can help
point what the student is doing incorrectly and to what skills the student may lack. The
researchers come up with this study to know the Miscue Analysis for Diagnosing
Reading Skills among Criminology students at National College of Science and
Technology.
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OBJECTIVES OF THE STUDY
The researchers aim to determine the usual miscues that students committed
when it comes to reading, to reduce the errors and how to improve the reading skills by
suggesting recommendations to the readers or students of Criminology students at
National College of Science and Technology.
STATEMENT OF THE PROBLEM
The purpose of this study is to identify the common errors by diagnosing reading
skills among Criminology Students at National College of Science and Technology. The
researchers intend also to find out some recommendations to improve student’s skills in
reading.
Specifically, it seeks to answer the following questions:
1. What are the different errors we can hear from the students while reading?
2. What are the common errors that the students commit while reading?
3. What will be the recommendations to avoid the common errors and to improve the
student’s reading skills?
SIGNIFICANCE OF THE STUDY
The researchers conducted this study to find out the miscues upon diagnosing
student’s reading skills. This study will benefits the students on how to have reading
skills progress. Through this study, students might be able to recognize their errors that
they have to improve.
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The following people who will benefit in this study are:
Students, this study will benefit the students. Because it will help them to avoid
common miscues while reading. It will also help them to improve reading
comprehension. Because there are times that having miscues while reading can lead
misunderstanding to your listener.
Teachers, with all the effort that a teacher could give just to improve the reading skills
of his/her students, this study could help the teachers to create new ideas on how to
teach the students and where to focus in terms of reading.
Parents, this study will also benefit the parents. Because through this study, they can
gain knowledge on how to identify the miscues of their children and they could teach or
guide their children in reading. The parents might not need to spend money to hire a
tutor for their children regarding this matter.
School Admin, the school will also benefit this study. Because they do not have to put
a lot of words when they are about to post a memo on the bulletin board if all their
students can read and understand.
Future Researchers, this study will benefit the future researchers. The result of this
research might change as time goes by. For some reason, some students might
encounter other errors, or some might still need improvement in reading.
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SCOPE AND LIMITATIONS
This study is able to categorize the common miscues and detecting the errors of
the students in oral reading of Criminology Students at National College of Science and
Technology. This study is limited to the said level and school. The researchers chose
the school because they want to know how is the reading ability of the students here.
The researchers gather data regarding the topic of miscue analysis for
diagnosing reading skills among Criminology students and anything beyond that topic is
not included in the study. The students who have participated in the study are randomly
selected.
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DEFINITION OF TERMS
Diagnosing - identifying the errors of the students in oral reading to properly assessed.
Errors –mistakes that are created by reading the text/passage.
Miscue analysis – a method for assessing the student's reading comprehension based
on oral reading samples (Watson, 2019).
Miscues - an unexpected response to a reading cue; saying something different than
what is in the passage (Airth, 2003).
Oral reading – Oral reading is the act of reading printed or written text aloud, and is
often used by teachers to track and measure a student’s overall reading ability including
reading accuracy, pronunciation, fluency, comprehension and understanding of
punctuation (Caffrey, 2019).
Reading Comprehension – the process of constructing meaning from text. The goal of
all reading instruction is ultimately targeted at helping a reader comprehend text
(University of Kansas).
Reading Skills – Reading skills are the skills acquired through reading, such as
comprehension, fluency, and independence (Tadesse, 2017).
Scrutinize - examine or inspect closely and thoroughly the passage/text.
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Underlying deficiency – fundamental lack or shortage of the students when it comes
to reading skills.
CONCEPTUAL FRAMEWORK
1. Input
 Distinguish the capability of students to read well
2. Process
 Oral Reading via Google Meet
 Recording student’s oral reading skills
3. Output
 Determine the miscue analysis based on student
oral reading skills
INTERPRETATION:
In table 1: In this study, students will be able to determine their common miscues while
reading.
In table 2: Through oral reading, there is a way of knowing the common miscues of the
students upon reading some article and by recording the student’s reading skills, the
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teacher will identify what are the common errors that the students committed and there
is chance to recommend some ways on how to improve the student’s reading skills.
In table 3: In this table, the researchers will determine the miscue analysis based on
oral reading samples provided by the students.
TIME AND PLACE OF THE STUDY
The study is about miscue analysis for diagnosing reading skills among
Criminology Students at National College of Science and Technology. This study
provided 20 students as its respondents from the Criminology course from the said
school.
This study focuses on the common errors that students usually committed while
they are reading. Data gathering started and ended in the first half of Academic Year
2020-2021.
This study was conducted at National College of Science and Technology.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
The primary goal of this research study is to identify miscue analysis for
diagnosing reading skills among Criminology students.
Miscue analysis is a methodological approach that is used to investigate the
interplay between oral language and reading development by analysing oral reading
miscues, which occur when the student reads or includes aspects that are different from
the print.
FOREIGN LITERATURE
Watson (2019) stated in a blog that a miscue analysis is a great way to get
some authentic information about a student's reading skills, and a means to
identify specific weaknesses. Many screening tools will give you a "down and
dirty" estimate of a child's reading proficiency but provide little useful information
for designing appropriate interventions. That is why it is said to be the most use
tools in assessing a reader's ability. There are usually four types of way a reader
can do misuse. Insertion, is adding the word/s in a passage that is not really
there; Omission, is when you “omit” or remove some words from the passage
that somehow changes the meaning of a sentence; Repetition, is when a reader
reports the word or a portion from the passage and lastly, Substitution where a
reader will substitute a word that may or may not make sense in the passage. He
also noted that Miscue analysis is an important diagnostic tool that should be done
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every 6 to 8 weeks to give a sense if reading interventions are addressing the student's
needs. Making sense of the miscues will help you with the next steps to improve the
child's reading. It is worthwhile to have a few questions prepared that let you know
about the child's comprehension of the passage read as miscue analysis tends to rely
on advising you of the strategies used.
Reading is essential to one’s success in the varied industries of society. The
ability to read is highly valued and important for social and economic advancement.
According to Fountas and Pinnell (2008) in a technological society, the demands for
higher literacy are ever increasing, creating more grievous consequences for those who
fall short. Readers in different parts of the world easily comprehend text with familiar
language but are less successful at comprehending text with unfamiliar language.
Readers easily comprehend text on familiar topics but are less successful at
comprehending texts on unfamiliar topics. At the same time, the interpretations readers
construct with texts as well as the types of texts they read are influenced by their life
experience. In the Philippines, teachers are most concerned with the large number of
children who may be imperilled in their career path or social opportunities because they
have less than the sufficient reading skills that are required to meet the demands of an
increasingly competitive economy. Current difficulties in reading are largely indicated by
the rising demands for literacy.
Reading comprehension approaches are likely to be less effective if the pupil’s
primary difficulty is at the word reading level. It is therefore important to carry out careful
assessment to identify whether it is word reading and/or vocabulary knowledge and/ or
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reading comprehension problems which are causing difficulties. Students will need
careful modelling of the use of comprehension strategies and a gradual release of
responsibility before they can use such strategies independently. Students should be
able to read a text comfortably if they are to practice comprehension strategies.
Academic success can only be assured if the students are equipped with reading
comprehension skills as they grapple with the rigors of coping with reading assignments
of their programs. (Cabasan, 2013)
The pedagogical implications are that teachers could work to help struggling
readers use these cues more effectively, by combining phonics instruction with book
reading; for example rather than make a global guess at an unknown word, readers
could look carefully at graphemic information then use context to support those cues.
Classroom miscue analysis on language enables teachers to systematically
examine oral reading behaviours that indicate learners’ oral reading strengths and
weaknesses in a focused and manageable way. Informed insights can be of assistance
to teachers for making decisions about what to teach learners for instance grammar,
vocabulary, pronunciation, and reading strategies. Miscue analysis can also be carried
out in comparing the miscues made by learners of different schooling years to
investigate the developmental pattern of oral reading and reading comprehension over
time ( Arisandi, 2005).
The types of miscues made by learners were omission of words namely plural
and past-tense endings of verbs, substitution of words such as the pronoun 'she' with
'he’ and hesitation especially with complex words. (Pillai, 2014) When the number of
miscues made by the learners reduced during the oral reading process, the scores on
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the comprehension section did not necessarily improve. It only implies that learners
have language problems in grammar, vocabulary, pronunciation, and the use of reading
strategies.
Gopal and Mahmud (2018) discussed that the pattern of miscues in oral reading
can suggest the participants’ strengths as well as their weaknesses. These Miscues
They provide a glimpse and insights on how they were made in order to understand
what is really going on in the reader’s mind when a text is read. Individual strengths and
weaknesses are calculated in the occurrences of participants’ miscues. They have
concluded that Miscue analysis helps students better understand the reading process
and become more confident readers. Students are made aware of the many strategies
and thinking processes that occur when reading. By increasing their awareness they are
able to monitor their own comprehension while reading and become proficient readers.
Teachers are able to systematically examine students’ reading behaviours that indicate
their reading strengths and weaknesses in a focused and manageable way.
Furthermore, this supports our study that Miscue Analysis will help in diagnosing
the reading ability skills of the readers.
FOREIGN STUDY
In the study of Hemphill et al. (2016) they examined the efficacy of a
supplemental, multicomponent adolescent reading intervention for middle school
students who scored below proficient on a state literacy assessment. They have
concluded that this kind of reading intervention really aids the student's reading skills.
The study also suggested that promoted simultaneous improvement in the precursor
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skills enable adolescents to read for understanding–the importance of simultaneously
developing strengths in word reading, vocabulary, background knowledge, inferencing,
and the ability to coordinate and apply comprehension strategies while reading is vital
for a reader to truly understand the passage and at the same time develop his reading
skills. Hemphill et al. added that when using a supplemental, multicomponent reading
intervention, students’ growth in efficiency of basic reading comprehension reflected
improvements in word level processes, alongside exposure to instruction in fluency and
comprehension strategies. Reading comprehension is one of the things to improve on
when a person is aiming at improving the reading skills. Thus, an intervention that touch
the reading comprehension of an individual is vital.
There is a shared consensus among literacy scholars that engagement,
particularly behavioral engagement, can foster reading success among struggling
adolescent readers. Beyond improvements in word reading ability, fluency, breadth and
depth of vocabulary, background knowledge, and the skilled use of comprehension
strategies, students must be “engaged and responsive to an intervention” and remain
“on task during the reading sessions” (Guthrie et al., 2013; Torgesen et al., 2007).
According to Ebe, 2010; Qiuyan & Junju, 2011; Kinasih, 2012; Huang, 2015,
reading is regarded as one of psycholinguistics process because of the use of
language. There is a process in comprehending a written language. The process
involves two points, there are thought and language. It is commonly suggested that
miscue is used to measure text reading comprehension.
Miscue analysis is a technique of identifying reading problems by having the
readers read text aloud, recording the reader while reading, and then documenting and
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analysing miscues from the text (Kinasih, 2012). It means that listeners or teachers can
encourage reader’s difficultness in sounding written language. In addition, Kinasih
mentions that miscues will emerge while reading aloud.
In the present study, it was aimed to explore effects of repeated reading fluency
intervention with performance based feedback on a student with reading difficulty. In the
research, it was studied with a student having reading difficulties determined prior to
intervention. During the intervention which lasted 38 hours, the activities including
repeated reading fluency intervention with performance based took place. In the
intervention period, collecting the data and analysing them, video camera and computer
software were used. The results revealed that there was a positive improvement in the
student's word recognition accuracy and the student's improvement was toward from
frustration level to instruction level. Additionally, there was decrease of the student's
reading miscues. It can be implied that repeated reading fluency intervention and
feedback provided to the student after every performance related to reading had
positive impact on the student's reading fluency (Seyit, 2013).
Keh (2016) studied about “Understanding and Evaluating English Learners’ Oral
Reading With Miscue Analysis” and she found out that Miscue Analysis doesn’t fully
measured the English Oral Reading. Although miscue analysis may not allow us to
conclude “with strong assurance what exactly has taken place,” patterns emerging from
these methods can lend insight into ELs’ reading processes and allow us to see the
resources these readers bring to a text. They also found out that second-language
reading have suggested that word knowledge is a major area of challenge for ELs and
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bilingual readers and presents an even greater challenge to these learners than it does
to monolingual readers. Word knowledge was the most frequent reason that the ELs in
this study gave when asked why they had miscued. Learners tend to encounter words
that are not familiar to them that is the reason of their miscued on a specific passage.
These miscues will be one of the instrument to know the reading strategies used by the
readers on where does he/she have a hard time reading. Miscue Analysis is one of the
most used tools in analyzing the level of reading comprehension of a student and
reading skills. Nevertheless, miscue analysis focuses on categorizing and understanding
miscues with an eye on comprehension of the whole passage.
LOCAL STUDY
From the study of Navarra (2020), he focuses on the Whole School Approach
and it's effect on the reading and writing skills of the learners. They found out that
through the whole school approach, students’ writing skills develop and reached a
satisfactory level. Teacher’s strategies anchored in the Whole School Approach
improved the writing skills and reading skills of the students. The whole School
approach is effective in enhancing the literacy skills of the students. Whole School
Approach is an effective approach than the traditional approach in teaching. They also
noted that the whole school approach was focused more on the basic skills of the
students rather than on higher-order thinking skills. It is more general compared to other
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approach that only focused on one aspects of the reading skills like reading
comprehension. Therefore, when using it in research it can only tap the surface level of
the reading and writing skills of the learners but not the deeper level. Nevertheless, the
Literacy education for the students must be improved, so more children in the world get
better chances to learn and unlearn. We must focus on improving the literacy skills of
the learners through reading.
To summed it all up, it can be concluded that the Whole School Approach had
improved the reading skills and writing skills of the students. Moreover, Whole School
Approach and Traditional approach, combined with the different styles and a strategy
applied by the teacher, affects students’ skills in reading and writing in their own pace of
learning. In general, a whole school approach is an effective approach than the
traditional approach in teaching.
In the study of Guevara and Pascual (2012) in the past few years, researchers
have dedicated their research to literacy. This study resulted that the miscue analysis
suggests possible ways for modeling the reading miscues and possible methods for
detecting them. Among these methods are acoustic model likelihood calculation and
analysis of duration-based prosodic features. All the efforts and time has been invested
to properly assess the reader’s miscues and deficiencies in order to acknowledge the
mistakes and learn and improve through this.
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According to the study of Baguio et al. (2019), there are factors that affect the
reading ability of the students. Each student has different upbringing, environment, and
pace of learning/reading. Thus, knowing the factors affecting the reading ability will help
in recognizing the miscues in reading. The factors affecting the reading ability of the
students are: (1) Academic performance where students who are top on the class is
most likely to have a good reading skills; (2) Age of respondents is also a major factor in
the student's reading ability where the higher age a student’s gets, they most likely to
have a good reading skills; (3) In gender it is said that female has a good reading ability
compared to male; (4) Year level also affects the Reading ability of the students just like
how the age affects it. (5) Active reading–it is when the students actively listen,
understand and able to discussed in own words what he/she just read; (6) Background
knowledge is when the students was able to connect the reading contents to what
he/she learned from the previous lessons, it may be experiences, lessons or thoughts
and lastly, critical thinking, it is when the students can identify the cause and effect of
the text–how it started and how it ends. He/she may also question what happened or
some details in the text.
In a study of Mante (2006), about “Reflecting on Miscues in Content Area
Readings: A Case of Two Learners”. As these two learners read they use different
strategies when face on a difficult part of the text. “Allan” said he would keep on reading
until the text is clarified at some point. He will not pause or think about it. Bong, on the
other hand, would check to see if the ideas expressed are consistent with one another.
He does this by constantly pausing to review the concepts presented in the material. He
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will not move onto another part without properly understanding the previous part. But
for the both of them, the topic or the title to be read really affects how they motivated
they are to understand and read the texts. They also resort both to dictionaries when
they met unfamiliar words that will hinders them from understanding the content. They
also tap whatever prior knowledge they have that may be relevant to understanding the
text at hand. While reading material, both adjust their pace depending on its difficulty.
Someone advise a struggling reader to read material from his field of interest in
order to start developing his reading skills. The type of content also affects the reading
of the readers. If someone likes novel more than reading textual books in math, English
or Science then it will really affect how they will read or how motivated they were.
Overall this study confirmed the findings set by previous researchers on the
soundness of Miscue Analysis on being a tool in assessing, identifying and analysing
the reading process and behaviours employed by the learners. Also, reading thoroughly
in a not-so-fast manner will reduce the miscues when reading.
Firman and Ocampo (2011) studied the effects of a literature-based reading
program on pupils’ reading attitude and comprehension. They concluded two things
from the study and these are: literature-based reading program is an effective tool in
improving comprehension and attitude towards reading–improved the pupils’
comprehension in terms of cloze test, oral reading of narrative text, listening of narrative
text, silent reading of narrative text, expository reading and attitude toward reading; the
length of exposure to the literature-based reading program can have varied effects in
improving reading comprehension and attitude of learners. A person who most likely
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exposed to literature reading will have a significant improvement in reading and writing
skills compared to the one who does not expose himself on literature reading. After all
the quote “practice makes perfect” was said for a reason. Whatever strategies a teacher
can offer to the students at the end of the day, the willingness and the commitment of
the students to learn will matters most. This suggests that prolonged exposure is
needed to sustain the gains made during the intervention. Related to the duration of
exposure is the implication to lengthen the implementation of the literature-based
reading program.
Moreover, it is concluded that Literature-based approach will help the
students in their reading skills. In connection to the study, Miscue analysis can be used
in Literature-based approach in a way that when you read Literatures to improve your
reading ability you may use miscues to comprehend the passage--Literature is the
expression of life in beautiful language” and literature facilitates reading development.
LOCAL LITERATURE
Tatlonghari (2015) discussed about Miscue Analysis on an English student
learner context. He found out that although there seemed to be a noticeable tendency to
rely on the graphophonic cues in reading, it is not necessarily bound by it. Students
were not depending wholly on visual cues. They also utilized their language knowledge
and meaning system, no matter how limited they may be, in processing and obtaining
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meaning from print. They proved themselves using their limited syntactic and semantic
background in English. Many studies of young English readers reading orally in English
have yielded similar findings. Although the predictions may not always match with the
expected syntax and meaning, still this is indicative that the readers were not simply
processing the text word by word but were dealing with larger syntactic units instead. It
is also important to note that the learners were selective in the correction of their
miscues which means that corrections were done only when the syntactic and semantic
sense of the passage was disturbed. Similar correction behavior has been
demonstrated by native English speakers reading in English.
In relation with the study, it supported that Miscue analysis really helps the
student in reading comprehension and helps in assessing the learner’s ability in
reading. Also, this study added some detailed information on what Miscue Analysis can
do on assessing the learner's capability in reading.
According to MG Aquino, PV De Vera – (TESOL International Journal, 2018 –
ERIC) validated rubrics were used for the qualitative description of the students' word-
recognition miscue level and reading comprehension level. Majority of the students in
Criminology program are male-dominated. The performance tests administered to the
students indicate that the majority are susceptible to mispronunciation and the
remainder to omission errors. Generally, the students were gauged to have "Low Level"
performance in literal, interpretive, critical, and application reading comprehension. On
the merits of the findings, the study offers several recommendations, including the
actual use of the developed learning material for instructional intervention purposes.
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The study also recommends greater instructional focus along areas that students find
most challenging in their reading and comprehension performance.
According to 4th Asia Pacific Education Conference (AECON 2017) reading
performance categorized under frustration level as indicated by difficulty in decoding,
word recognition, miscues, slow reading speed, and poor comprehension. Lack of
significant difference in the miscues committed and the reading speed could be
attributed to program's short span and tutees’ absenteeism. Recommendations include
project's sustainability, improvement and provision of well-planned and implemented
trainings to have greater impact on the students and the community.
Jabo (2019) stated in one of the blog from WordPress.com that there are
common everyday mistakes by English speaking and writing Filipinos. For example
“you’re” and “your” misuse most of the time; “All right” and “alright”; “its” and “it’s” and
many more. These common mistakes is understandable since, Filipinos are not native
speakers of English. But it is not also hidden that the Filipinos are good English
speakers precisely, because English is our second language. Even babies are already
acquainted on the English words like “Close and Open” and Beautiful eyes.” Also, how
the instructions were written on most of the establishments are written in English.
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SYNTHESIS
Watson (2019) confirms that Miscue Analysis is a great tool in assessing the
student's reading ability skills and many studies already proved it. Fountas and Pinnell
(2008) discussed that readers in various parts of the world can easily understand text
with a common language but are less effective in interpreting text with a foreign
language. (Cabasan, 2013) says academic progress will only be ensured if pupils are
prepared with reading comprehension capabilities while they struggle with the physical
demands of reading tasks of their programs.
To summed it all up, Cabasan (2013) and Pillai (2014) both agreed that miscues
in reading affect the students ability to accomplish academic progress. Gopal and
Mahmud (2018) also supports that Miscue Analysis will help in Diagnosing the students’
reading ability and the patterns given by Miscue Analysis will show the weakness and
strength of the learners when it comes to reading. Hemphill et al. (2016) and Keh (2016)
both supported the fact that Miscue Analysis will aid in diagnosing the reader's ability.
For Kinasih (2012), he found out that miscue analysis is a technique of identifying
reading problems by having the readers read text aloud, recording the reader while
reading, and then documenting and analysing miscues from the text.
Additionally, (Ates Seyit, 2013) there was decrease of the student's reading
miscues. It can be implied that repeated reading fluency intervention and feedback
provided to the student after every performance related to reading had positive impact
on the student's reading fluency.
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Guevara and Pascual (2012) conclude that this study resulted that the miscue
analysis suggest possible ways for modeling the reading miscues and possible methods
for detecting them. Among these methods are acoustic model likelihood calculation and
analysis of duration-based prosodic features. While the study of Baguio et al. (2019), he
conclude that there are factors that affects the Reading ability of the students. Each
students has different upbringing, environment, and pace of learning/reading. Thus,
knowing the factors affecting the reading Ability will help in recognizing the miscues in
reading. Firman and Ocampo (2011) talks about the literature that helps in improving
the reading ability of a reader. In connection to the study, Miscue analysis can be used
in Literature-based approach in a way that when you read Literatures to improve your
reading ability you may use miscues to comprehend the passage--Literature is the
expression of life in beautiful language” and literature facilitates reading development.
MG Aquino and PV De Vera (2018) concludes that majority of Criminology
students struggle in reading and they are male-dominated. So, they are susceptible to
mispronunciation and the remainder to omission errors. In general, students were
gauged to have "low level" performance in literal, interpretive, critical and application
reading comprehension. While the study of 4th Asia Pacific Education Conference
(AECON 2017) concludes that reading is performanced categorized under frustration
level as indicated by difficulty in decoding, word recognition, miscues, slow reading
speed and poor comprehension. Tatlonghari (2015) and Jabo (2019) both confirms the
efficacy of Miscue analysis on the readers ability.
25
The literatures gathered by the researchers proves that all the informations are
all connected to the study. These literatures and studies also prove that having miscues
analysis to some of students makes them improve their reading skills. In addition,
conducting miscue analysis can identify the errors of the readers that will improve as
time goes by and also they are having reading comprehension as well. The researchers
also gathered these related literatures to support the study and to prove that this study
is important in every children's learning ability especially in reading.
Overall, this study confirms the findings set by the previous researchers on the
soundness of Miscue Analysis on being a tool in assessing, identifying and analyzing
the reading process and behaviors employed by the learners. Also, reading thoroughly
in a not-so-fast manner will reduce the Miscues when reading.
26
CHAPTER III
RESEARCH METHODOLOGY
This chapter gives an outline of research methods that were followed in the
study. It provides information of research design, sources of data, data gathering
procedure, data analysis, statistical treatment, and research instrument that includes in
the study. The researchers describe the research design that was chosen for the
purpose of this study and the reasons for this choice. The instrument that was used for
data collection is also described and the procedures that were followed to carry out this
study are included. The researchers also discuss the methods used to analyze the data.
Lastly, the ethical issues that were followed in the process are also discussed.
RESEARCH DESIGN
This study is entitled “Miscue analysis for Diagnosing Reading Skills among
Criminology students in National College of Science and Technology 2020-2021”. The
researchers used descriptive survey method through online meeting to assess the usual
miscues that affects the reading skills of the students of National College of Science
and Technology. The researchers also employ qualitative research that focus on
observation to determine the usual errors of the Criminology students. This study aims
to determine the probable cause of miscues in reading skills of the said level and
school.
27
SOURCE OF DATA
The primary data was gathered by the researchers through the assessment of
interview. The researchers conduct individual reading through online meeting via zoom
or Google Meet App and the primary respondents of data are the Criminology Students
of National College of Science and Technology A.Y 2020-2021.
The secondary sources are from the internet and we gathered references to
verify this study. The researchers collected different information from different studies
that are related to the miscue analysis in reading skills.
DATA GATHERING PROCEDURE
In gathering the data, the researchers considered the following steps as a guide
to the success of the study.
1. The researchers made a letter to the office of the Dean of National College of
Science and Technology for requesting permission to conduct this study.
2. After being approved, the researchers asked permission to the Criminal Justice
Department for conducting the said study and conduct it to 20 participants of
National College of Science and Technology.
3. The researchers will give the instrument for conducting a study which is Chapter
1 Page 13 TITLE OF THE BOOK to the thesis adviser for the approval.
28
4. After being approved, the passage was sent via email to participant, one copy for
the participant and the other was for the researchers to be used as a code sheet.
5. As participants read, the researchers coded for miscues categories.
The coding system is shown in Table 1, for the miscues pattern such as omission,
insertion, reversal, substitution, repetition and correction.
Table 1. Coding System
Coding System
Omission Three blind mice
Insertion Three blind ^ mice
Reversal Three blind mice
mic
Substitution Three blind mice

Repetition Three blind mice
nice
Correction
Three blind mice
Following are the details on the types of miscue patterns
a) Substitution miscue: Instead of reading the word in the text, a child substitutes a
word that may or may not make sense in the passage.
b) Insertion miscue: an insertion is word(s) added by the child that are not in the
text.
29
c) Omission miscue: omission miscue is when a reader does not read words that
are in the text.
d) Correction miscue: correcting and replacing words to their original form in the text
is known as correction miscue.
e) Repetition miscue: readers re-read the words or phrases in the text.
f) Reversal miscue: reverse the order of the print or the word.
DATA ANALYSIS
The analysis provides information on: a) occurrences of participants’ miscue
patterns, b) miscues on an individual basis, and c) miscues in percentages. This insight
helps to classify confident readers among the participants in the reading process to
grasp storytelling types.
TREATMENT FOR QUALITATIVE
The information gathered through observation and analyzed with the data
instrument of the study. The respondents consist of 20 students from Criminology
program of National College of Science and Technology. The researchers coded the
results using the miscues categories that the students needed to be obtained.
The code sheet is used to record or highlighted the words that the participants
committed, that would be the result of having miscues in reading. The miscues are
divided in six categories and that would be the researcher’s basis to get the percentage
of overall result of the common errors that they committed while reading.
30
For showing this, two-way table were made to organize the data, summarize and
analyze the data gathered for easily identify the miscues committed in reading. Data
were collated and analyzed for finding student’s miscues and having a recommendation
to improve their reading skills.
RESEARCH INSTRUMENT
The main tools used by the researchers in this study were: Interview form, asking
if they are having difficulty in his/her reading skills to be one of the participants for the
study. Article or Short Story book, the instrument used by the researchers to have
actual oral reading to identify student’s errors while reading. Record sheet, to record all
the errors committed by the students. It is often helpful also to have the double-spaced
text copied so we can make notes directly on the text.
31
References
Gopal and Mhamud 2018. https://scholar.google.com/scholar?as_ylo=2017&q
Hemphil et al. 2016. https://www.google.com/url?sa=t&source=web&rct=j&url=
Latham Keh, M., 2016. Understanding and Evaluating English Learners’ Oral
Reading With Miscue Analysis. Journal of Adolescent & Adult Literacy, 60(6), pp.643-
653.
Navarra, E., 2020. Whole School Approach: It’s Effect on the Reading and Writing
Skills of Grade 7 Students of San Vicente National High School, Philippines. SMCC
Higher Education Research Journal, 2(1).
Posts, V., 2021. COMMON EVERYDAY MISTAKES BY ENGLISH-SPEAKING
AND WRITING FILIPINOS. [online] Blue Zeal. Available at:
<https://www.google.com/amp/s/bluezealblog.wordpress.
Tatlonghari, M.,2015 https://doi.org/10.1177%2F003368828401500204
ThoughtCo. 2021. How Miscue Analysis Is Used to Diagnose Reading
Difficulties. [online] Available at: <https://www.thoughtco.com/miscue-analysis-for-
diagnosing-reading-difficulties-3111062> [Accessed 17 February 2021].
2021. [online] Available at: <https://ejournals.ph/article.php?id=7070> [Accessed
17 February 2021].
32

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NATIONAL COLLEGE OF SCIENCE & TECHNOLOGY

Amafel Building, Aguinaldo Highway, Dasmariñas City, Cavite

"MISCUE ANALYSIS IN DIAGNOSING READING SKILLS AMONG CRIMINOLOGY

STUDENTS AT NATIONAL COLLEGE OF SCIENCE AND TECHNOLOGY."

A Thesis Proposal Presented to the Faculty of Education, Psychology,

and Communication Department of National College of

Science and Technology In Partial Fulfilment of

the Requirements for the Degree of Bachelor

of Secondary Education Major in English

THE PROBLEM AND ITS BACKGROUND

Miscue analysis is a method for assessing student’s reading comprehension

understand unfamiliar words in the text.

instructor or an assessor to identify the reading ability of a reader. Students face

thereby educate the teaching of individual learners. According to Presidential

spokesman Salvador Panelo, Filipino students ranked last among 79 countries in a

successful, reading comprehension is necessary. Also, reading comprehension is

significant, since this competency is known to be the key to learning expertise. It is

Reading Skills among Criminology students at National College of Science and

OBJECTIVES OF THE STUDY

suggesting recommendations to the readers or students of Criminology students at

National College of Science and Technology.

STATEMENT OF THE PROBLEM

Specifically, it seeks to answer the following questions:

student’s reading skills?

SIGNIFICANCE OF THE STUDY

they have to improve.

The following people who will benefit in this study are:

misunderstanding to your listener.

teach the students and where to focus in terms of reading.

tutor for their children regarding this matter.

students can read and understand.

encounter other errors, or some might still need improvement in reading.

SCOPE AND LIMITATIONS

Errors –mistakes that are created by reading the text/passage.

on oral reading samples (Watson, 2019).

Miscues - an unexpected response to a reading cue; saying something different than

what is in the passage (Airth, 2003).

reading accuracy, pronunciation, fluency, comprehension and understanding of

punctuation (Caffrey, 2019).

all reading instruction is ultimately targeted at helping a reader comprehend text

comprehension, fluency, and independence (Tadesse, 2017).

Scrutinize - examine or inspect closely and thoroughly the passage/text.

Underlying deficiency – fundamental lack or shortage of the students when it comes

 Distinguish the capability of students to read well

 Oral Reading via Google Meet

 Recording student’s oral reading skills

 Determine the miscue analysis based on student

oral reading skills

oral reading samples provided by the students.

TIME AND PLACE OF THE STUDY

Criminology Students at National College of Science and Technology. This study

This study was conducted at National College of Science and Technology.

REVIEW OF RELATED LITERATURE

diagnosing reading skills among Criminology students.

Miscue analysis is a methodological approach that is used to investigate the

some authentic information about a student's reading skills, and a means to

identify specific weaknesses. Many screening tools will give you a "down and

dirty" estimate of a child's reading proficiency but provide little useful information

that somehow changes the meaning of a sentence; Repetition, is when a reader