Ethnographic Case Study Using Miscue Analysis

1. Ethnographic Case Study Using Miscue Analysis Dr. Liwanag Curriculum 510 June 3,2010 LinsdayDeFeo, Emily O’Leary, Colleen McNamara, & Jamie Rondeau

2. Creating a Literate Environment Foundational Knowledge Ethnographic Case Study Using Miscue Analysis Assessment, Diagnosis and Evaluation Instructional Strategies and Curriculum Materials Professional Development Click on a bubble to get started! To return to this page from any slide, click on the stack of books. Appendices

3. Knowledge • BACKGROUND: • John is an 18 year old • high school senior. • - He is a Caucasian male. • His first and only • language is English. • He currently lives, and • has always lived, in a • suburban neighborhood. Foundational

4. Foundational Knowledge • BIMOR: • John’s BIMOR revealed that he believes fluency is important in reading. He also stated that contextual clues are important in reading through difficult passages. • John received phonics (Sub-Skills) literacy instruction. • John is also interested in reading about cars, sports, and videogames. • John does not truly view himself as a reader and reads to please his parents and teachers • John believes that he should read more

5. Foundational Knowledge • Cultural Factors: • John interests in reading due may be due to the lack of choice in reading in the upper grades of school (8th-12th grade) • In high school, reading is not viewed as “cool.” This may affect John’s view towards reading. • Linguistic Factors: • John grew up in a very reading oriented family. His home environment has fostered reading of any kind. • Psychological Factors: • John’s focus is on many other areas than reading. • John is at the stage of development where he is very self-centered and focused on what makes him happy. Reading does not fall into that category.

6. Foundational Knowledge • Application to Other Students and Settings: • - It is important to be aware that high school students need time to read for pleasure regardless of a type of book or setting. • - Time, in high school, is spent reading pre-chosen books and students do not receive a choice of what they would like to read. This diminishes the lifelong reading process.

7. Creating a Literate Environment Holistic Theory of Reading • Reading is an active, meaning-making process • Reading is a language process • Readers have knowledge about language and their world • Authors have knowledge about language and their world • (Goodman, Watson, & Burke, 2005)

8. Creating a Literate Environment • The holistic theory of reading promotes comprehension above all other aspects of reading. • Though fluency, phonics, phonemic awareness, and vocabulary are all important strategies for reading, they are insignificant if the reader cannot find meaning in what was read. • Readers use their knowledge of language and the world around them to make sense of the words on a page. Because of this, all readers may interpret the same piece of text in a different way. • An author’s purpose for writing may be very different than how the readers actually perceive the words.

9. Creating a Literate Environment • We used our holistic theoretical framework to help us understand John’s background and reading processes. • John was taught using the commercial product, “Hooked on Phonics” and thus, reads for accuracy, rather than comprehension. John did not have an overwhelming amount of miscues in either of his analyzed readings. However, he performed poorly on both unaided retells.

10. Creating a Literate Environment • Since John was taught to read with the assumption that accuracy is the primary goal, he may not pay close attention to the actual plot line of the story, which would help him comprehend what is actually happening. • We used our holistic theoretical framework to analyze our data by primarily focusing on John’s need for comprehension skills to better have a complete experience with the reading, in which he can derive meaning that he is able to understand and relate to his own life.

11. Creating a Literate Environment • Since classroom teachers must keep the goal of complete and diverse comprehension for all readers in mind, it is important that they seek a wide variety of print and non-print materials in their classroom for students to have access to. • Since literacy does not only include reading, but also speaking, listening, and writing, teachers can promote diverse experiences for students to engage in that highlight these aspects of literacy. • Teachers must also use materials that are diverse in reading level, form (books, plays, media, audio, etc.), and author’s purpose.

12. Assessment, Diagnosis, and Evaluation John is a very fluent reader. He uses phonemic awareness, word identification and vocabulary to help him read very fluently John also used contextual clues and prediction, confirm/disconfirm strategies to read through difficult portions of the text. Reading John’s observed reading showed that his language sense was at 94% and his word substitution was very high as well : 89% for graphic similarity and 87% for sound similarity. Overall, John’s reading is very comprehensive and demonstrates that he has qualities of a proficient reader.

13. Assessment, Diagnosis, and Evaluation John comprehension skills were much lower than expected. He received only 62/100 on his retelling guide. John did show reading for meaning through repetitions, insertions, and substitutions. John could recall important details about events and actions. Retelling – Aided & Unaided John missed important details about characters and setting, specifically character traits and setting locations. John’s idea about the theme was lacking as well, possibly from his phonics based literacy instruction. John could benefit from comprehension instruction focusing on main ideas, characters and setting.

14. Assessment, Diagnosis, and Evaluation • John’s strategies demonstrate the instruction he received focus on fluency. Overall Analysis • In a sub skills approach, the texts are given void of theme and specific details John lacks both details and ideas about theme. • John’s school environment does not foster reading and therefore he chooses not to read.

15. Use text features (titles, headings, • captions, graphic features) • Summarize text; include sequence • of main events • Use main idea and supporting details • to determine importance • Determine and analyze author’s • purpose and support with text • Recognize literacy elements (genre, • plot, character, setting, • problem/resolution, theme • Recognize and explain cause-and-effect • relationships • Compare and contrast within and • between text Instructional Strategies and Curriculum Materials:ComprehensionStrategies • Check for understanding • Back up and reread • Monitor and fix up • Retell the story • Use prior knowledge to connect with text • Make a picture or mental image • Ask questions throughout the reading process • Predict what will happen; use text to confirm Infer and support with evidence • Use text features (titles, headings, captions, graphic features)

16. Use prior knowledge • and context to predict • and confirm meaning • Ask someone to define the • word for you • Use dictionaries, • thesauruses, and glossaries • as tools Instructional Strategies and Curriculum Materials:ExpandingVocabularyStrategies • Voracious reading • Tune in to interesting words and use new vocabulary in speaking and writing • Use pictures, illustrations, and diagrams • Use word parts to determine the meaning of words (prefixes, suffixes, origins, abbreviations, etc.)

18. Word Collector for Expanding Vocabulary

19. Professional Development • Initial teaching of literacy can later affect a student’s views and abilities in literacy. • Ex. John was taught using the Hooked on Phonics Program which focuses on fluency, therefore John lacks comprehension skills. • Teachers should promote positive skills towards becoming life-long learners in all situations at all ages.

20. Professional Development • The background of a student’s literacy development definitely affects their feelings and opinions towards it as well as the strategies they hold to help them read, write, listen and speak. • Teacher’s need to take this into consideration when planning and implementing lessons.

21. Professional Development • Holistic Theory of Reading • Readers have knowledge about language and their worlds. • Slight changes student’s make in reading, for John particularly omissions and ending changes, are not necessarily wrong. They represent the student’s ability to show personal construction of meaning and linking their own personal background to the text based on their expectations of the text itself.

22. Professional Development • Changing attitudes towards literacy • For older students it is difficult to change their feelings towards reading and literacy. • For John, he reads to please, not because he wants to. • We found this to be, because of his lack in instruction that focused on meaning and comprehension at the base of reading. • The purpose of reading was to read fluently, therefore in John’s eyes, why should he continue reading, when he is a fluent reader now?

23. Professional Development • It is our job as teachers to recognize the struggles and teach students strategies in order to boost their confidence and liking towards reading. • Not only do we need to teach them strategies but we also need to teach them how to use the strategies effectively. • There needs to be continuous purpose and motivation involved for the children to want to read.

24. Professional Development • Teachers must always keep in mind the need for diversity in the classroom. • Student’s come from all different backgrounds and places. • We as teacher’s need to provide a vast variety of texts and levels for our student’s to have exposure to and engage with. • Not every student will be interested in the same books nor will they take away the same information and feelings from a text as another student may.

25. Professional Development • Use of text in authentic ways is critical. (Holistic reading) • By allowing students to have choices, it will give them an opportunity to see that reading can be enjoyable and they will be more likely willing to read the books that are a must as part of the curriculum when it comes time • by providing students with the chance to pick something of interest to them, they can connect with the text more easily and use their cultural background to help create meaning that links to their own lives.

26. Professional Development • Collaboration • Opens new doors. • Allows us to look at the case study from multiple perspectives. • Build off of one another. • We as teachers should be that backbone and support for our students, as our colleagues are for us.

27. Professional Development • In conclusion: • This case study of John has taught us much about how a miscue analysis can be implemented, interpreted, and used to better pinpoint the needs of struggling readers. • As a result, it assists us, as teachers, to better design lessons and strategies to instruct and support our students as readers and literacy learners

28. Appendices BIMOR The Tell Tale Heart Miscue Statistical Analysis of The Tell Tale Heart Retelling guide from The Tell Tale Heart Reader Profile from The Tell Tale Heart The Man Who Loved FlowersMisuce Statistical Analysis of The Man Who Loved Flowers Retelling Guide from The Man Who Loved Flowers Reader Profile from The Man Who Loved Flowers