@


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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
meaning.
‰ Miscues are looked at in
context as they may actually
enhance the text.
‰Students read for a sustained
amount of time at their own
pace.
‰Miscue focuses on
understanding the text.

(words read per minute)
‰Mistakes are marked against
the student no mater how high
quality they are.
‰Students read as fast as they
can for 3 minutes.
‰Comprehension is an aspect of
DIBLES, but fluency is the focus.
£
  
 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.
u



 
 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
p


 Davenport, Ruth M. (2002) Miscues åot Mistakes

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