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