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Miscues are unexpected responses during oral reading, such as insertions, omissions or substitutions. Ruth Davenport The main purpose of miscue analysis is to help teachers and researchers gain insight into the reading process as a sociopsycholinguistic, transactive model of reading. Yeta Goodman
y The word miscue is used in place of the words, error and
mistake which have negative connotations. y Miscue gives insight to the reading process. When using miscue analysis one has a lenses into the reading strategies being employed by the reader.
Different Types of Miscue
y Over the Shoulder
This is the most informal form of miscue & is a quick peek into the strategies being used by the reader. y Classroom Procedure More in-depth than the OTS. Miscues are looked at in each sentence as a whole. y In-Depth Procedure The most time consuming yet provides the most amount of information. Each miscue is analyzed & coded within the context of the sentence in relation to other miscues.
y OTS for each student in your class to get a quick
picture of how they are making meaning & if the book they are reading is at the right level. y Classroom procedure can be done for each student in preparation for Parent-Teacher conferences to show parents the strategies their student is using. y In-Depth Procedure can be use for select students you are concerned about, in preparation for an IEP, and/or to give yourself a deeper meaning of the reading process as a whole.
Miscue vs. DIBLES
Miscue DIBLES Goal is to see what strategies a Goal is to get a fluency score student is using to make (words read per minute) meaning. Miscues are looked at in context as they may actually enhance the text. Students read for a sustained amount of time at their own pace. Miscue focuses on understanding the text. Mistakes are marked against the student no mater how high quality they are. Students read as fast as they can for 3 minutes. Comprehension is an aspect of DIBLES, but fluency is the focus.
Over the Shoulder Practice
y Now you try! y Using the Procedure III form listen to the recording
and follow along with the text. Mark the attempts and the corresponding text in the proper columns. y Don t worry about the rest of the columns right now, those can be filled in later.
What do you notice?
y What information does this quick OTS miscue analysis
give you about Lupe s strengths and what could be done for some next steps? Strengths y Doesn t get stuck on things she doesn t know y Keeps syntactic structure y Self Corrects about 1/3 of the time Next Steps y Talk about asking yourself the question does that make sense . y Use picture cues y She could read a harder book!
Classroom Procedure Example
y Classroom procedure is much more in depth & looks
at the syntactic and semantic structures of the sentence as the reader left it along with meaning change. y Markings are used on a typescript. y Listen to the recording as you look at the pre-marked typescript.
y Now you come up and mark the rest!
What do you notice?
Strengths y Understood what he read/making meaning y Lots of self correcting y Self monitoring y Doesn t get stuck when he doesn t understand something Next Steps y Talk about asking ones self does that sound like English ? y Look at word endings y Read, read, read! Look into if he can read/write in Spanish
y Davenport, Ruth M. (2002) Miscues Not Mistakes y Goodman, Yetta M. (2005) Reading Miscue Inventory