An analysis of oral reading errors assigned by teachers of various ethnic groups to students: of various ethnic groups

The purpose of this study was to determine if there were significant differences in the total numbers of oral reading errors and the types of oral reading errors assigned to black, white, and brown students by black, white, and brown female elementary school teachers using administration and scoring procedures typical of those which accompany an informal reading inventory. Forty-five subjects were used in this study. The sample consisted of fifteen black, fifteen white, and fifteen brown female elementary school teachers, all employed by one or more school districts. Six children were used in the study. There were one black female, one black male, one white female, one white male, one brown female, and one brown male. The researcher examined reading achievement tests administered during the Spring of 1976 and selected students who scored between 3.0 and 3.6. Prior to the beginning of this study six audio-tapes were made. On each tape each student recorded the third grade reading selection from the Silvaroli Classroom Reading Inventory (1973). Inservice workshops were conducted during which the subjects (teachers) underwent training in administration and scoring of the Silvaroli Classroom Reading Inventory (1973). Then, uninformed as to the ages and grade placements of the students, each teacher was asked to listen to the six audio-tapes previously described and to (1) identify the total numbers of errors made by each student and (2) identify the types of errors made by each student. Findings related to each of the eight hypotheses were reported in a series of tables. Data was analyzed using the Analysis of Variance. The level of significance used to accept or reject an hypothesis was .01. Statistical analysis of this study's data led to two significant findings. 1. There were significant differences in the total numbers of oral reading errors assigned to students with white dialect by black, white, and brown teachers. 2. There were significant differences in the numbers of substitution errors assigned to all students by black, white, and brown teachers. Recommendations for Future Research Based on the findings and conclusions reported in this study the following recommendations are suggested. Replication of the present study: 1. using a different sample of teachers to determine if the differences are a representation of the data presented. 2. using a white or brown investigator for the inservice workshop to determine if the results were biased by a black workshop leader. 3. using a different set of six audio-tapes. 4. using secondary teachers to determine if the same results would occur. Extension of the present study: 5. differentiating the black, white, and brown teachers' scoring of the reading performance of boys from the black, white, and brown teachers' scoring of the reading performance of girls to determine the teachers' accuracy level in scoring the boys and girls. 6. to analyze black, white, and brown teachers accuracy in scoring the oral reading of pupils of different ethnic and socio-economic groups to determine if socio-economic groups is a significant factor. 7. to evaluate black, white, and brown teachers accuracy in identifying children's independent instructional, or frustration levels in oral reading to determine if children are assigned appropriate basal readers in the reading program.