Miscues are unexpected responses cued by the readers' knowledge based on their own language and world experiences. Reading is directly impacted by this. All readers make miscues. All readers, including emergent readers and experienced readers, use formal and informal reading strategies while reading. A natural behavior for some readers is to self-correct when they realize they have made a mistake while reading. There are 3 cueing systems for reading. They are: graphophonic( phonics), syntactic (grammar) and the semantic (meaning). During a miscue analysis, readers should be pre-warned that you will not be able to provide them with any assistance if they begin to struggle with the text. The most important information to be gathered during the miscue analysis is the quality of the miscue not the number of miscues. Some miscues are of low quality and some are high quality. The teacher wants to see high quality miscues. With these types of miscues the meaning of the text is not lost.
Miscue analysis can be a beneficial tool to me as a teacher by providing good information about individual strengths and weaknesses that could be used in the development of IEP's.
This is a great summary of miscue analysis! You are right, it isn't the number of miscues that is most important, but the quality of those miscues! I am glad you can see the benefit of miscue analysis with even our youngest students! Is there a way to look at their DRA2 data and analyze it through a miscue lens? I would love to look at some of the data you collected and see if we can!
ReplyDeleteHi Michelle,
ReplyDeleteI appreciate your thoughtful summary of what miscue analysis is and how it can be used in the classroom. My favorite part of your post from reading and reflecting on the Goodman article is how you can use miscue analysis to help guide your support of student reading and in the development of student IEPS. Wonderful! Thank you! Sincerely, Dawn