Post on 04-Jan-2016
Miscue Analysis
The more you know about what a students are attending to as they
read…the more you can craft instruction that will help them improve.
Fountas, I., Pinnell, G. (2001)
Semantic (Meaning)
Syntactic (Structure)
Graphophonemic (Sound-symbol)
Cueing Systems
Why use miscue analysis?
•Helps the teacher understand what the reader knows about the process of reading
Why use miscue analysis?
•Provides the teacher with insight into which strategies the student is able to independently apply
Why use miscue analysis?
•Helps the teacher determine the cause of miscues
Why use miscue analysis?
•Highlights strengths in the reading behaviour
Why use miscue analysis?
•Leads to identification of areas for instruction and strategy development
Why use miscue analysis?…keep in mind the underlying idea that the most useful way to look at miscues is not as a failure on the reader’s part but as a rich source of information about what she knows and does.
Wilde, S. (2000)
Procedure
3. Record analysis on copy of text or tape record for future analysis.
2. Ask student to read the passage.
1. Select material student has not read, but with content that is familiar.
4. Following the reading, ask student to give an unaided retelling.
5. Use open ended questions to probe for further understanding.
Miscue Convention
Insertion
Omission
Repeats
Reversal
Self-correction
Substitution Write the reader’s word over text
omission
Reversed words are words said in reverse order
This^was inserted
Self-correction
When a word is repeated, write the letter R over it
on top of
word
SC
R
WINDY RIVER- Last Monday is a day Bob James will never forget. That’s when he walked into the living room to see what his two-year-old girl, Chrissy was doing and realized she was missing.
The front door was wide open and an icy minus 20ºC wind was blowing into the house.
R
Christy
mutus
James ran outside and looked up and down the street , but Chrissy was nowhere to be seen.
The police responded to his call for help by mobilizing most of the people in this small town. After a 20 minute search, the child – dressed only in pants, a sweatshirt and slippers – still couldn’t be found.
Christy
he SC
his SC
Miscue (reader’s words)
Type of Miscue
Meaning
Loss (Y/N)
Instructional focus
James repeat N (SC) none
Christy substitution N phonetic
open wide reversal N none
mutus substitution Y making sense?
---(degrees) omission Y making sense?
he substitution N(SC) none
his substitution N(SC) none
How can the information from a miscue analysis be used to plot students on the First Steps Reading Continuum?
Using miscue analysis data to plot student reading development.• Identify the predicted developmental
phase for the student
• Connect the miscue analysis data to the Key Indicators in the appropriate phases of the continuum
• Highlight and date the indicators you
feel confident the student demonstrates
First Steps Indicators
Making Meaning at Text Level
Making Meaning Using Context
Making Meaning at Word Level