MISCUE ANALYSIS A Psycholinguistic Guessing Game

1.  MISCUE ANALYSISA Psycholinguistic Guessing Game University of Miami XIOMARA GONZALEZ

2. What does a miscue mean? �A miscue, which we define as an actual observed response in oral reading which does not match the expected response, is like a window on the reading process.� (Goodman, 1969)

3. History and Background

4. Reading: A Psycholinguistic Guessing game Reading is psycholinguistic guessing game that involves interaction between language and thought. Efficient reading results from skill in selecting the fewest, most productive cues necessary to produce guesses which are right the first time. The ability to anticipate what has not yet been seen, is vital in reading, just as the ability to anticipate what has not yet been heard is vital in listening.

5. Goodman�s model of this psycholinguistic guessing game. The readers scans along a line from left to right and fixes at a point to permit eye focus. He picks up graphic cues and strategies he has learned. He searches his memory for syntactic, semantic and phonological cues and makes a guess consistent with graphic cues. If guess is not possible he takes another look. Constant use of short and long term memory.

6. Benefits of Miscue Analysis Enhances our understanding of the reading process. Provides information about reading and the reader. Influences teaching strategies and reading material selections. Allows for student- centered instruction. Creates teacher awareness of how students read. It is a diagnostic tool for reading assessment and instruction in the classroom

7. Cueing Systems Readers make use of three cueing systems. 1.Grapho-phonic 2. Syntactic. 3. Semantic

8. How to select your text Text reader has not read before Familiar subject Appropriate level of difficulty Several different selections initially available Complete text (ideally) Natural language patterns for the students

9. Ideas to use in the classroom Listening to entire class Teaching decoding strategies and pairing students off to work with each other Teaching mini-lessons Sustained silent reading

10.  Some Basic Miscues Repetition Substitution Omission Addition/ Insertion Transposition/ Reversal Correction Significant pause

11. Key findings of the miscue analysis research All readers make miscues when they read aloud. The miscues of effective and ineffective readers are qualitatively different. Their miscues tend to preserve meaning The correction behaviors of effective and ineffective readers is different. Effective readers engage in a great deal of prediction when they read. Effective and ineffective readers use graphophonimic knowledge differently. Effective readers use a wider range of strategies in the attempt to understand the text.

12. Challenge of Miscue Analysis Time consuming Difficulty of text selection Practicality of use with older students

13. Some considerations for judging miscues

14. Conclusions Goodman uses miscues as a resource for making interpretations about thought in a way that fits his guessing game model.

15. References Betts, Emmett A. �Ride In,� Time to play, Second Preprimer, Betts Basic Readers (3rd ed.), Language Arts Series. New York: American Book,1963. Goodman, Yetta M. College of Education, Wayne State University, doctoral study of development of reading in first grade children. Miller, George A. �Some Preliminaries to Psycholinguistics,� American Psychologist, Vol.20, No. 18, 1965.