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Miscues and Miscue Analysis. Ashley Blossom An ESL & Reading Professional Development Based on pages 24-30 of Teaching Reading in Multilingual Classrooms by David E. Freeman & Yvonne S. Freeman. Three Cueing Systems. Graphophonic Cues

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miscues and miscue analysis

Miscues and Miscue Analysis

Ashley Blossom

An ESL & Reading Professional Development

Based on pages 24-30 of Teaching Reading in Multilingual Classrooms by David E. Freeman & Yvonne S. Freeman

three cueing systems
Three Cueing Systems
  • Graphophonic Cues
    • A combination of visual + sound + phonic information used to

scan a text

    • Visual information: identifies letters
    • Sound information: how words should sound
    • Phonic information: connecting letter patterns with sound patterns
    • Syntactic Cues
      • Knowledge of word patterns and phrase combinations
        • For example, using parts of speech to construct/predict meaningful sentences. Knowing that “The sun is _____” will likely not be followed by another noun like “table” but an adjective like “bright” or “yellow”.
    • Semantic Cues
      • Use of word meanings and interpretations to gather comprehension from a text
what is a miscue
What is a miscue?
  • Miscue: “an unexpected response to a text” such as:
    • Omitting a word
    • Inserting a word
    • Substituting a word for another word
    • Reversing words
what to do about miscues
What to do about miscues…
  • Ask questions to determine what type of miscue the student is making!
    • Does the miscue look (or sound) like what was on the page? (graphophonics)
    • Does the miscue sound like language? (syntax)
    • Does the miscue make sense? (semantics )

https://www.youtube.com/watch?v=wL7zC6mbzEY

conducting miscue analysis
Conducting Miscue Analysis
  • Select a reading that is both an unknown and grade-level text & print two copies, one for you and one for the student
  • Listen & record (optional-but recommended) the student reading the text
  • Score the text and record miscues as the student reads
    • REMEMBER: Miscue analysis does not assess comprehension but reading fluency
why conduct miscue analysis
Why conduct miscue analysis?
  • Miscue analysis allows you to hear and see what times of errors or miscues your students (ELL or not!) are making in order to better focus goals and objectives for that particular student.
  • Frequent miscue analysis provides the necessary assessment data to create effective small groups & workshops, determine what needs to be re-taught and/or how native language or a lack of English understanding is effecting student reading.