1 / 16

Miscue Analysis

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). Syntactic (Structure). Semantic (Meaning). Cueing Systems. Graphophonemic (Sound-symbol).

cairo-schultz
Download Presentation

Miscue Analysis

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. 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)

  2. Syntactic(Structure) Semantic(Meaning) Cueing Systems Graphophonemic(Sound-symbol)

  3. Why use miscue analysis? • Helps the teacher understand what the reader knows about the process of reading

  4. Why use miscue analysis? • Provides the teacher with insight into which strategies the student is able to independently apply

  5. Why use miscue analysis? • Helps the teacher determine the cause of miscues

  6. Why use miscue analysis? • Highlights strengths in the reading behaviour

  7. Why use miscue analysis? • Leads to identification of areas for instruction and strategy development

  8. 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 informationabout what she knows and does. Wilde, S. (2000)

  9. Procedure • Select material student has not read, but with content that is familiar. • Ask student to read the passage. • Record analysis on copy of text or tape record for future analysis. • Following the reading, ask student to give an unaided retelling. • Use open ended questions to probe for further understanding.

  10. Miscue Convention on top of Substitution Write the reader’s word over text Omission omission word Insertion This^was inserted Reversed words are words said in reverse order Reversal SC Self-correction Self-correction R Repeats When a word is repeated, write the letter R over it

  11. 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

  12. he SC 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 his SC

  13. How can the information from a miscue analysis be used to plot students on the First Steps Reading Continuum?

  14. 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

  15. First Steps Indicators Making Meaning at Text Level Making Meaning Using Context Making Meaning at Word Level

More Related