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Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013

RICA Workshop. Miscue Analysis. Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013. Analyzing a Running Record 3 Cueing System An Actual Running Record. The Three Cueing Systems It ____________ across the grass. The Three Cueing Systems

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Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013

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  1. RICA Workshop Miscue Analysis Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013

  2. Analyzing a Running Record 3 Cueing System An Actual Running Record

  3. The Three Cueing Systems It ____________ across the grass.

  4. The Three Cueing Systems It ____________ across the grass. Knowledge of language structure (syntactic)

  5. The Three Cueing Systems It ____________ across the grass. Knowledge of language structure (syntactic) It h_____________ across the grass.

  6. The Three Cueing Systems It ____________ across the grass. Knowledge of language structure (syntactic) It h_____________ across the grass. Familiarity with letter-sound relationships (graphophonic)

  7. The Three Cueing Systems It ____________ across the grass Knowledge of language structure (syntactic) It h_____________ across the grass Familiarity with letter-sound relationships (graphophonic) John let his pet rabbit go. It h______________ across the grass.

  8. The Three Cueing Systems It ____________ across the grass Knowledge of language structure (syntactic) It h_____________ across the grass Familiarity with letter-sound relationships (graphophonic) John let his pet rabbit go. It h______________ across the grass. Previous experience with rabbits (semantic)

  9. Terms Equivalency SEMANTIC - errors of meaning (Does it make sense?) Errors of Meaning SYNTACTIC - errors of structure (word order) (correct use of parts of speech) ( Does it sound right? Can we say it that way in English?) Structural errors GRAPHOPHONIC - errors based on what is seen (letters) (Does it look right?) Visual errors

  10. Running Records Miscue Analysis

  11. Miscues (child said/written word) leaves/vines froned/frowned lived/loved after/afraid water/winter

  12. Analysis - how to (child said/written word) leaves/vines --

  13. Analysis - how to (child said/written word) leaves/vines -- consonant/initial; vowel/medial

  14. Analysis - how to (child said/written word) leaves/vines -- consonant/initial; vowel/medial froned/frowned --

  15. Analysis - how to (child said/written word) leaves/vines -- consonant/initial; vowel/medial froned/frowned -- vowel/medial position

  16. Analysis - how to (child said/written word) leaves/vines -- consonant/initial; vowel/medial froned/frowned -- vowel/medial position lived/loved --

  17. Analysis - how to (child said/written word) leaves/vines -- consonant/initial; vowel/medial froned/frowned -- vowel/medial position lived/loved -- vowel/medial position

  18. Analysis - how to (child said/written word) leaves/vines -- consonant/initial; vowel/medial froned/frowned -- vowel/medial position lived/loved -- vowel/medial position after/afraid --

  19. Analysis - how to (child said/written word) leaves/vines -- consonant/initial; vowel/medial froned/frowned -- vowel/medial position lived/loved -- vowel/medial position after/afraid -- vowel/medial; consonant/final

  20. Analysis - how to (child said/written word) leaves/vines -- consonant/initial; vowel/medial froned/frowned -- vowel/medial position lived/loved -- vowel/medial position after/afraid -- vowel/medial; consonant/final water/winter --

  21. Analysis - how to (child said/written word) leaves/vines -- consonant/initial; vowel/medial froned/frowned -- vowel/medial position lived/loved -- vowel/medial position after/afraid -- vowel/medial; consonant/final water/winter -- vowel/medial; consonant/medial

  22. Pattern - Miscues All words -- Vowel miscues in medial position Some initial/final consonant miscues

  23. Miscue (data) Analysis • Running Record Miscues • Add other assessment miscues analysis • Look for triangulation of data, substantiation of initial findings, • cross verification from more than two sources

  24. What do you know about Jessica and what instructional strategies do you recommend and why?

  25. Assessment drives instruction.

  26. Assessment drives instruction.

  27. Assessment drives instruction.

  28. Miscue Analysis Opportunity

  29. Lyndsie 1st grader

  30. What are Lyndsie’s strengths and weaknesses? What instructional strategies/activities/ interventions do you recommend and why?

  31. Cole 3rd grader

  32. What are Cole’s strengths and weaknesses? What instructional strategies/activities/ interventions do you recommend and why?

  33. Questions and Answers

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