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Traditional View of Reader Errors. Traditionally, when a student did not read a text word correctly (when the student deviated from the printed text), the deviation was called an ?error" or ?mistake."Generally all ?errors" or ?mistakes" were considered to be equally serious.. Read the sentence bel
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1. Miscues Carol Nichols, Metropolitan State College of Denver, nicholsc@mscd.edu Background Information
2. Traditional View of Reader Errors Traditionally, when a student did not read a text word correctly (when the student deviated from the printed text), the deviation was called an “error” or “mistake.”
Generally all “errors” or “mistakes” were considered to be equally serious.
3. Read the sentence below. “The boy went to a pasture to ride the horse.”
If the reader misread some of the word, the sentence may sound like this . . .
The boy went to the pasture to ride on a house.
Traditionally we would say four mistakes were made. Looking at it this way we would be saying that each mistake is equally as serious as all of the others.
4. Looking at the errors in a traditional way This is saying that substituting “the” for the text word “a” and inserting “on,” and substituting “a” for “the” are equally as serious as substituting “house” for the text word “horse.”
However, the first three mistakes do not change of the sentence. The last mistake does change meaning. Thus, it is more serious than the other three.
5. A Different Way of Looking at Errors A different way to view these 4 errors would be to say that the first three are not too serious because meaning was not changed significantly. Therefore, only one of the 4 errors would be considered serious. It would be serious to substitute “house” for “horse” in this sentence because it changes meaning significantly. “House” does not make sense in this sentence.
6. “Miscue” instead of “Error” or “Mistake” Some feel the terms “error” and “mistake” are too absolute – too “black and white.” They feel the use of these terms implies that something is either right or wrong– that there are no “degrees” implied when using the terms “error” or “mistake.”
Some deviations from print are serious or significant and some are not.
7. A Significant Miscue A miscue is significant if it changes meaning. The miscue is significant if it doesn’t make sense within the context of the sentence.
8. Use of the term “miscue” After changing our thinking about a “mistake”—or a deviation from the actual text in terms of degrees of significance--we should then broaden our thinking about deviations from print even further.
Deviations from the actual text are made for a reason or reasons. The number of miscues made is not as important as analyzing WHY the miscues were made. What is causing the reader to make miscues.
9. Causes of Miscues The reader may have made a miscue because he/she did not use a particular cueing system that should have been used.
The reader may have made a miscue because he/she misused a cueing system. The reader knew to use the cueing system, but did not use it accurately and the result was a miscue.
10. “Miscue” The teacher needs to try to figure out what caused the miscue. Which cueing system was used? How effectively was it used?
If the teacher can figure out the cause, then he/she can try to change instruction in a way that will help the reader avoid further deviations of a particular type. This type thinking will let the teacher determine which cueing system (or systems) needs to be reviewed or taught to the student.
11. Modified Miscue Analysis One assessment technique to use to try to figure out what caused the miscues is called a modified miscue analysis. It is an informal, non-standardized assessment.
Administered one-to-one
Miscues are then analyzed on a miscue analysis worksheet.
Teacher attempts to figure out what CAUSED the miscues.
12. Administration of a Modified Miscue Analysis The student orally reads a passage.
On his/her own copy of the passage, the teacher codes any oral miscues made.
The teacher asks comprehension questions or uses the unaided and aided recall technique to check comprehension of what was read.
Because the teacher will be looking for patterns in the miscues, it is suggested that the student read passages until approximately 25 miscues are made. (I usually tell my students that 15-18 will be adequate.)
13. Evaluation of a Modified Miscue Analysis The miscues are then analyzed on a miscue analysis worksheet.
During this process the teacher is examining each, individual miscue to try to determine what CAUSED the reader to say the miscue instead of the word printed in the text.
14. Modified Miscue Analysis (continued) The teacher looks at the miscues in terms of quality instead of quantity.
The miscues are categorized in terms of types..
The teacher examines each miscue in terms of the cueing systems: syntactic, semantic, and graphophonic.
The teacher decides if each miscue is serious (or significant).
15. Serious Miscues A miscue is serious when it the word read significantly changes the meaning.|
A miscue is serious when a non-word is substituted for the text word.
A miscue is serious when the reader asks the examiner for help with the word. (appeal for help)
16. Miscues that are Not Serious A miscue is not serious when the word substituted does not change the meaning of the sentence significantly.
A miscue is not serious when the reader self corrects.
A deviation from the print caused by a speech problem or dialect difference is not a miscue and is not considered significant.
17. Knowledge of Modified Miscue Analysis – Self-Evaluation Answer the questions on the worksheet and e-mail this to me.
After you have read and studied the information in this Power Point, read & study the Power Point presentation titled “Using Modified Miscue Results.”
Post any questions you have on the Forum.
