Reading Miscue Analysis:

Purposes and Procedures

A Brief Historical Perspective:

Developed by Kenneth Goodman in the 1960s

Sought to enhance our understanding of the reading process This knowledge can help us to improve reading instruction

Miscue:

What does it mean?

A miscue, which we define as an actual observed response in oral reading which does not match the expected response, is like a window on the reading process. (Goodman, 1969)

Why do we need a new term?

Readers make use of 3 cueing systems

Grapho-phonic:

She was not a type-i-cal/typical baby.

Syntactic

None of us never/ever figured out why.

She was a small yellow bird/canary.

Semantic

A bit more history . . .

Yetta Goodman and Carolyn Burke (1970s and 1980s)

Miscue analysis as a tool to help teachers to learn about the reading process Diagnostic tool for reading assessment and instruction in the classroom

Three Basic Questions:

How does the learner construct meaning through printed texts? What cueing systems in the reader using?
What is the quality of the miscues?

Key findings of the miscue analysis research:

1. All readers make miscues when they read aloud 2. The miscues of effective and ineffective readers are qualitatively different

Their miscues tend to preserve meaning

3. The correction behaviors of effective and ineffective readers is different

They mostly correct when meaning is lost

Key findings of the miscue analysis research, continued:

4. Effective readers engage in a great deal of prediction when they read 5. Effective and ineffective readers use graphophonic knowledge differently 6. Effective readers use a wider range of strategies in the attempt to understand text.

Three Stages of the RMA:

1. Collecting and recording data

Session 1: Reading Interview Session 2: Oral Reading and Retelling

2. Analyzing miscue data on the coding form 3. Interpreting the data Reader Profile

Steps in conducting the RMA:

1. Select a student subject:

Able to read at least 500 words

Perhaps a child with some struggles in reading Gather whatever information you can about how this child is perceived as a reader

Steps in conducting the RMA:

2. Conduct the first session:

Be prepared: tape recorder, interview form, and several possible texts Let the child speak into the tape recorder Ask the interview questions, but also following the childs lead as appropriate Have the child read aloud from one or more of the texts youve provided

Steps in conducting the RMA:

3. Recording the interview data:

Transcribe the tape of your interview, using the format of a play, showing both your questions and comments and the childs You may make side comments in square brackets [on things you should or should not have done, explanations, etc.]

Steps in conducting the RMA:

4. Preparing for the second session, I:

Selecting appropriate texts

Unfamiliar text, but of interest to the child Natural language Challenging, but not too difficult Around 500 words A cohesive chunk of text

Preparing the selection copy for your markings

Steps in conducting the RMA:

4. Preparing for the second session, II:

Preparing the Retelling Guide

Literary elements Avoid simple yes/no questions and leading questions

Ask probing follow-up questions

Steps in conducting the RMA:

5. Conducting Session II - Oral Reading and Retelling/Discussion:

Materials needed:

original text and selection copy of the text tape recorder Retelling notes for yourself

Steps in conducting the RMA:

6. Conducting the oral reading:

Test tape recorder Provide a brief explanation and directions (see Weaver, p. 195) As the child reads, take only those notes that are necessary

If the child appeals for help . . . If the child is really stuck . . . Only stop if . . .

Steps in conducting the RMA:

7. Conducting the retelling/discussion

Guide child into unaided retelling (p. 196) Ask follow-up questions, as needed If needed, the child can silently look over the text again and then again attempt to retell and discuss the story

Steps in conducting the RMA:

8. Transcribing the Retelling

As a dialogue, like the interview

9. Recording the Miscues on the Selection Copy

Learn and use the miscue markings shown in Weaver Practicing listening for and marking miscues with Betsy and The Man Who Kept House

Steps in conducting the RMA:

10. Coding the Miscues and Analyzing Patterns

What is coded as a miscue?

Insertions, omissions, substitutions and reversals In repeated attempts, the first attempt is coded

What is not coded as a miscue?

Identical word repetitions, etc. (see handout)

Steps in conducting the RMA:

11. Numbering the miscues on the selection

copy:

Number the miscues starting from the beginning of the passage If you can, discard the miscues in the first 200 words of text

Steps in conducting the RMA:

12. Recording Miscues on the Coding Form:

Fill in the information in the upper left corner

Transfer the miscues to the Coding Form in the columns labeled Text says and Reader says

Leave a blank in the appropriate column for an insertion and an omission If the reader tries unsuccessfully to correct a miscue, the last attempt is written in the Reader says column

Steps in conducting the RMA:

13. What questions do we ask of each of the miscues?
1. Does it reflect the childs ordinary speech patterns? 2. Did it go with the preceding grammar and meaning? 3. Did it go with the following grammar and meaning? 4. Did the miscue leave the essential meaning of the sentence intact? 5. Was the miscue corrected? 6. Was the miscue graphically similar? 7. Was the sentence, as the reader left it, semantically acceptable within the whole original selection?

14. Figuring percentages for each column

Steps in conducting the RMA:

15. Drawing conclusions about the readers use of cueing systems and reading strategies (see Weaver, p. 201)

Using prior knowledge and context to predict Using following context to correct miscues that didnt fit Using graphic cues along with context and schemas

Almost never / seldom / about half the time / frequently / almost always

Steps in conducting the RMA:

16. Drawing together data from various sources

Comprehending score

Number of Yes sentences (column 7) divided by total number of sentences read

Notes from reading interview Notes on miscue patterns Notes on retelling and discussion Summary of strengths and needs

Three Basic Questions:

How does the learner construct meaning through printed texts? What cueing systems in the reader using?
What is the quality of the miscues?

Four Possibilities for Miscue Quality & Reading Comprehension:

1. High quality miscue ~ Good comprehension
2. Low quality miscue ~ Poor comprehension 3. High quality miscue ~ Poor comprehension 4. Low quality miscue ~ Good comprehension

Developing an Instructional Plan

What are this childs strengths in terms of cueing systems, reading strategies, and correction behaviors? (comprehending) Based on the retelling/discussion, what can you say about the childs comprehension? What needs do you see in the childs reading? What kinds of experiences would be helpful?