Miscue Analysis – Listening for the Construction of Meaning

This semester in READ 6329.10, students were asked to contribute a post to this blog.

By Crystal Ramos

During this semester, we read, discussed, and learned how to implement and analyze a student’s reading by using the miscue analysis.  At the beginning of the whole process it seems rather precise and daunting, but it really gets you to view your student as a reader in a different light.

My school district enforces that we do weekly fluency checks.  This gives the wrong impression of reading to the students.  Unfortunately, many of them think reading is to read as fast as you can in a given amount of time.  The “mistakes” that they make count against them for the total number of words counted in the one minute they read.

By using the miscue analysis in your classroom, your students will see how you value them as readers and how they construct meaning when they read.

This is extremely helpful because it allows you to understand your students and figure out ways more ways to help them.  For instance, after performing a miscue analysis on a “struggling reader” in my homeroom class, I realized that majority of his miscues were of high graphic similarities.  In other words, they had graphophonic similarities.

For example, the text read:

“You?” he roared with laughter. “You’re as big as an ox!”

 My student read:

“You?” He roamed with louder. “You’re as big as an ox!”

Roared and roamed only have one letter’s difference.  The coincidence was that roamed was one of our vocabulary words of the week, so I knew that as soon as he read it aloud as ‘roamed’ he saw (and was probably thinking about) the vocabulary word.

Like I mentioned before, the Miscue Analysis Procedure III is very meticulous, but it’s completely worth it.  I plan on using it with a couple more of my students.  It gives you great insight on how your students read and how they construct meaning as they are reading.


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