Brimo, DanielleNusz, Alexandra M.author.2018-05-162018-05-1620182018https://repository.tcu.edu/handle/116099117/21852Purpose: The purpose of this study was to investigate the differences in oral reading miscues of school-age children with typically developing language (TD) and children with a specific language impairment (SLI). The study also investigated differences in feedback provided parents in response to the children’s oral reading miscues. Methods: Participants included 14 TD child-parent dyads and 3 SLI parent-child dyads. The mean age of the participants was 9.27 years with 14 boys and 3females. Children were administered a battery of tests to determine designation into either the TD or SLI group. The parent-child dyads completed a shared reading interaction. Child miscues and behaviors as well as parent feedback and behaviors were coded using a system from Goodman (1984), Gilliam and Carlile (1997), Laing (2002), and Evens, Barraball, and Everlee (1998). Child reading miscues were coded based on the type of error, the level of the error, and the change the error made to sentence. The change was either semantic, syntactic, or both. Parent feedback was coded for sustained feedback, terminal feedback, and ignored child miscues. Results: Statistically significant results were found for the difference between the TD group and the SLI group in frequency of miscues resulting in both a syntactic and semantic change. Differences in the frequency of terminal feedback and ignored miscues by parents of each group approached statistical significance. Both groups of parents did not provide feedback that supports development of reading skills. Future research should continue to collect data on reading miscues of children with SLI to confirm the findings of the current study, which had a small sample size.1 online resource (viii, 47 pages).Format: OnlineNo search engine accessText