Summary of Jasons Oral Reading Skills

Jasons word recognition was evaluated by means of a miscue analysis as he read an expository text called Early Railroads, a level four passage of the QRI-4. This text highlighted how railroads evolved from horse drawn carts to steam engines, in particular Tom Thumb. The text is rated 4.8 on the FleschKincaid readability index. Jason will enter 9th grade in the fall. Jason read with 90% accuracy. Thus, 10% of what he read were miscues, or changes to print. Even though most of these changes to print resulted in no significant change in meaning of the sentence, and Jason demonstrated good comprehension of the passage, his accuracy is a matter of some concern. However, students who read at 90% accuracy or less may produce enough miscues to disrupt comprehension and are likely to need assistance to make sense of text. Jason reads at a relatively fast rate. He also left off endings of words as he read (cart for carts or road for roads). Over three-fourths of Jasons miscues used the letters and sounds presented in the passage (millions for miles). This means that Jason is using letter-sound correspondence. The majority of Jasons miscues were substitutions which resulted in no change in meaning. For example, he would (1) change endings of words (pulling for pull, Pete for Peter, safe for safety) or (2) substitute articles (the for a), or omit or add a word (predicting text would say which he believed rather than just he believed).. Thirty percent of Jasons miscues did change the meaning of the passage (safe value for safety valve or spring for speed). Jason self-corrected miscues several times, indicating that he was monitoring whether or not reading made sense. Meaning changing miscues took place in the context of years/numbers (1930 for 1830) and words that were more phonologically complex (weighed) or possibly unfamiliar (canals). Jasons oral reading was smooth and his inflection demonstrated his interest. He was excited about the topic of the passage. He used appropriate expression and tone. However, based on the miscues made while reading out loud, Jasons comprehension as he reads silently is a concern. Recommendations for instruction include: Increasing the difficulty of passages for Jason to read orally Instruction on comprehension strategies (i.e., using sticky notes, think alouds, or asking questions) Using comprehension strategies to self-monitor comprehension (i.e., making connections or visualizing, synthesizing, and making inferences would all be helpful to Jason)

Rationale Miscue analysis allows assessors to look at how a student is reading down to the word and letter component. It provides information on the strategies a student is using or not using. Reading is an interactive process and requires the reader to interact with the text (Afflerbach, 2012). Miscue analysis shows on paper what a student is doing in their heads. Three language cueing systems gives us information about how a student is interacting with a text. These three cueing systems are graphophonic, syntactic, and semantic. The graphophonic systems shows how a student is using the text to make connections with the sounds - and also appearance - of the words. It also includes spelling

and using punctuation (Goodman, Watson, and Burke). The syntactic system is how grammar is used in reading. This would include switching the article a for the. The grammar stays intact. The last system is the semantic system. This system monitors meaning. The three systems work together to create a picture of what systems a student relies on most. It guides the way to uncover the reading strategies a student uses the most. The use of the QRI-4 takes a look at each of these pieces in one assessment, allowing for a more robust picture of a student as a reader.

Bibliography
Afflerbach, P. (2012). Understanding and using reading assessment K-12 (2nd ed.). Newark, DE: International Reading Association. Goodman, Y. W. (1987). A holistic view of reading: theoretical understandings. In Y. W. Goodman, Reading miscue inventory, alternative procedures (pp. 20-33). New York: Richard C. Owen Publishers, Inc.