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Journal of Learning Disabilities
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Oral Reading Miscues of Hispanic Students: Implications for Assessment of Learning Disabilities

Ofelia Miramontes

Ofelia B. Miramontes is an assistant professor of bilingual and bilingual special education at the University of Colorado. Boulder. She received her PhD from the Claremont Graduate SchoolBan Diego State Universiry joint doctoral fellowship program. Her research interests focus on first and second language interacrion as they impact academic achievement. Address: Ofelia B. Miramontes, Universiiy of Colorado, School of Education, Campus Box 249, Boulder, CO 80309-0249.

Twenty Hispanic successful readers and twenty Hispanic students identified as having learning disabilities in reading were assessed in English and Spanish using the Reading Miscue Inventory. Oral reading miscues were analyzed to determine similarities and differences between the groups in their first and second reading languages. Data were analyzed for graphic similarity, sound similarity, grammatical function, comprehension, and grammatical relationships. Significant differences were found to exist in all these categories when analyzed in the students' first reading language and in the last three categories when analyzed for English reading. The data for students classified as learning disabled suggest the need for more extensive consideration of primary language reading in the determination of a learning disability.

Journal of Learning Disabilities, Vol. 20, No. 10, 627-632 (1987)
DOI: 10.1177/002221948702001009
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Home page
 Remedial and Special EducationHome page
O. B. Miramontes
Organizing for Effective Paraprofessional Services in Special Education: A Multilingual/Multiethnic Instructional Service Team Model
Remedial and Special Education, January 1, 1991; 12(1): 29 - 36.
[Abstract] [PDF]