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 ͞@  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
 
    
  

Yeta Goodman

 The word ͞miscue͟ is used in place of the words, ͞error͟ and


͞mistake͟ which have negative connotations.
 Miscue gives insight to the reading process. When using miscue
analysis one has a lenses into the reading strategies being
employed by the reader.
—  
 @ 
 £ 

This is the most informal form of miscue & is a quick
peek into the strategies being used by the reader.
 ÿ  

More in-depth than the OTS. Miscues are looked at in
each sentence as a whole.
  

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.
    
 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.
 Classroom procedure can be done for each student in
preparation for Parent-Teacher conferences to show
parents the strategies their student is using.
 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.
@ — 
@  
‰ 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 ‰Mistakes are marked against
context as they may actually the student no mater how high
enhance the text. quality they are.
‰Students read for a sustained ‰Students read as fast as they
amount of time at their own can for 3 minutes.
pace.
‰Miscue focuses on ‰Comprehension is an aspect of
understanding the text. DIBLES, but fluency is the focus.
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 åow you try!
 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.
 Don͛t worry about the rest of the columns right now,
those can be filled in later.
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 What information does this quick OTS miscue analysis
give you about Lupe͛s strengths and what could be
done for some next steps?
 
 Doesn͛t get stuck on things she doesn͛t know
 Keeps syntactic structure
 Self Corrects about 1/3 of the time
å
 Talk about asking yourself the question ͞does that
make sense͟.
 Use picture cues
 She could read a harder book!
ÿ    
 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.
 Markings are used on a typescript.
 Listen to the recording as you look at the pre-marked
typescript.

 åow you come up and mark the rest!


u  
 
 
 Understood what he read/making meaning
 Lots of self correcting
 Self monitoring
 Doesn͛t get stuck when he doesn͛t understand
something
å
 Talk about asking ones͛ self ͞does that sound like
English͟?
 Look at word endings
 Read, read, read! Look into if he can read/write in
Spanish
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 Davenport, Ruth M. (2002) Miscues åot Mistakes

 Goodman, Yetta M. (2005) Reading Miscue Inventory