An Introduction to An Introduction to Miscue AnalysisMiscue Analysis

Defining ReadingDefining ReadingOne Definition: “Your eyes are dancing across the page of One Definition: “Your eyes are dancing across the page of text, and the text, and the words are being translated into a voice in your words are being translated into a voice in your head.”head.”

Wren, Stephen. Wren, Stephen. What is reading? Decoding the Jaberwocky’s What is reading? Decoding the Jaberwocky’s songsong. Retrieved 1/12/06 from. Retrieved 1/12/06 from http://www.sedl.org/pubs/catalog/items/read11.html. para. 9http://www.sedl.org/pubs/catalog/items/read11.html. para. 9

STATE OF MICHIGAN: DEFINITION OF READINGSTATE OF MICHIGAN: DEFINITION OF READINGReading is the process of Reading is the process of constructing meaningconstructing meaning through the through the dynamic interactiondynamic interaction among the among the reader's existing knowledgereader's existing knowledge,, the the information suggested by the textinformation suggested by the text and the and the context of the context of the reading situation.reading situation.

Michigan Reading Association. Retrieved 1/12 06 fromMichigan Reading Association. Retrieved 1/12 06 from http://www.michiganreading.org/MI%20DEFINITION%20OFhttp://www.michiganreading.org/MI%20DEFINITION%20OF%20READING0505.pdf%20READING0505.pdf

The Definition that informs The Definition that informs Miscue AnalysisMiscue Analysis

Meaning is not in the words on the page.Meaning is not in the words on the page.

The reader The reader constructsconstructs meaning meaning by by making inferences and interpretations.making inferences and interpretations.

These inferences and interpretations are These inferences and interpretations are informed by the informed by the texttext, the , the readerreader and the and the “poem”“poem”..

The TextThe Text

Grapho/phonic cuesGrapho/phonic cues

Syntactic cuesSyntactic cues

Semantic cuesSemantic cues

Pragmatic cuesPragmatic cues

The author’s background and linguistic skillsThe author’s background and linguistic skills

The physical textThe physical text

The ReaderThe ReaderThe reader brings the sum total of his The reader brings the sum total of his linguistic knowledge to the literacy event.linguistic knowledge to the literacy event.

Decoding skillsDecoding skills Past experiences both literary and in lifePast experiences both literary and in life Expectations for the reading (Rosenblatt)Expectations for the reading (Rosenblatt) Experiences with reading instructionExperiences with reading instruction The situationThe situation

The PoemThe PoemRosenblatt, L. ( 1978) The reader, the text, the poem: The transactional theory Rosenblatt, L. ( 1978) The reader, the text, the poem: The transactional theory

of literary work. Carbondale, Ill.: Southern Illinois University Pressof literary work. Carbondale, Ill.: Southern Illinois University Press

This is what happens within the This is what happens within the transaction between the reader and the transaction between the reader and the symbols on the printed page.symbols on the printed page.

It is a construct unique to a particular It is a construct unique to a particular reader. reader.

Why “Miscue” and not “Mistake”Why “Miscue” and not “Mistake”

Webster’s DictionaryWebster’s Dictionary

Mistake: Mistake: to blunder (to make a mistake through to blunder (to make a mistake through

stupidity, ignorance, or carelessness )stupidity, ignorance, or carelessness )

Miscue: Miscue: Cue: a signal Cue: a signal Mis-: wrongly Mis-: wrongly Miscue: Wrongly identify a signal Miscue: Wrongly identify a signal

What’s the Difference?What’s the Difference?

Blunder through stupidity, ignorance, or Blunder through stupidity, ignorance, or carelessness.carelessness.

Wrongly identify a signal .Wrongly identify a signal .

Cause?Cause?

Effect?Effect?

Why is this important?Why is this important?

If a reader is reading and “miscues” (says If a reader is reading and “miscues” (says puppy for dog), the teacher has several puppy for dog), the teacher has several choices. choices. One: They can stop the reader and say One: They can stop the reader and say something like, “John, look at the word you something like, “John, look at the word you just said. What is the first letter of that just said. What is the first letter of that word? … What word did you say? Does word? … What word did you say? Does it start with that letter? Let’s try it again it start with that letter? Let’s try it again and remember the sound for the first and remember the sound for the first letter…..”letter…..”

Two: “John, you just said puppy for dog. Two: “John, you just said puppy for dog. Are those two words spelled the same? Are those two words spelled the same? Let’s try it again using the correct word Let’s try it again using the correct word and try to pay more attention to the letters and try to pay more attention to the letters on the page.”on the page.”

Three: Let it go until the story is over. Three: Let it go until the story is over. Take the student back to the miscue and Take the student back to the miscue and say, “John, when you came to this word say, “John, when you came to this word (point to “dog”) on the page, you said (point to “dog”) on the page, you said puppy instead of dog. Can you tell me puppy instead of dog. Can you tell me what you were thinking or why you think what you were thinking or why you think you might have done that?”you might have done that?”

Which is the best choice?Which is the best choice?

Let’s Talk about this !Let’s Talk about this !

AnalysisAnalysisMaking inferences from the miscues and Making inferences from the miscues and the patterns and themes that develop the patterns and themes that develop looking at those miscue.looking at those miscue.These inferences are used to discern the These inferences are used to discern the strategies that the readers is, and isn’t strategies that the readers is, and isn’t using as they process the text.using as they process the text.

From these, teachers can develop specific From these, teachers can develop specific lessons and more general teaching lessons and more general teaching strategies for specific studentsstrategies for specific students