Sunday, January 27, 2008

GWB: Procedures for Miscue Analysis CH 3

Chapter 3
Miscue Analysis = Collection and examination of a single complete oral reading experience followed by re-telling.

Miscue= observed Response (OR) that doesn't match what the listener expects to hear (the ER)

Selecting students - not anyone with too many struggles for the beginning analyst

Selecting materials
  • s/be new material to reader - but NOT new concepts - interview, brainstorm, discuss readers interests and background to choose materials that will contain known concepts
  • at a challenging level but not so much so reader cannot continue independently - maybe one grade level above
  • s/be an entire cohesive story - of interest to reader and well-written - a poem, a chapter, a story, an article - newspaper article - rarely shorter than 500 words
  • consider predictability - nursery rhymes can be more predicable than prose - strange spelling/punctuation can affect pred. too - more predictable texts are good for readers who need confidence building
Seek a balance between predictability and concept knowledge

Teachers will select materials that show reader's strengths and development over time.

Miscues become more numerous after the 1st 200 words

Preparing the Typescript

s/be authentic - students reads from original or exact replication

typescript is prepared for the listener - to record miscues, verbal asides, and significant non-verbal actions - on last page info about redaer and text are recorded

0123 = 01-textpage 23=line of text on page

Data Collection
Before taping
audio equipment - quiet, comfortable location, pencils - let students leaf through passage to see length
Tell reader they are being recorded, title and general topic(this story is about baseball for example), they should imagine they are reading alone (so no help while reading - but they should use the strategies they always use while reading) - they will need to re-tell and discuss the story afterwards - give chance ot ask ?'s before beginning

Stopping the Reader - only under 2 conditions - 1)no miscues being made - 2)can't continue to read independently - extremely uncomfortable

if you stop for 1), thank student, ask for re-telling (see if just reading or reading with understanding) - choose either a less predicatble text or longer text to get more miscues

if you stop for 2) - check for understanding - if none - choose a more predictable text and start again

During the Reading
s/last around 15-30 minutes - thank reader, take materials, then start re-telling

if reader stops before end, and it last >60 seconds, ask them what they do when they read alone and hit a block - reassure that any strategy is OK

Reader's Presentations: Oral Re-Tellings, & Other Reader Responses

Re-telling -
often oral - can be other - set to music - acting, drawing, etc.
Re-telling can never fully measure the total comprehension of the reader!

Before the reading - have an outline of content - know the material fully and deeply
View re-tellings as new stories - because of transaction!

Unaided re-telling

Don't ask information-giving questions

Aided Re-telling
drawing on info given by the reader during re-telling - ask open-ended ?s to extend retelling
use same words and pronunciation used by reader in re-telling

Questioning strategies
(pg 47)

Asking process questions - why they did what they did during reading - why chose certain strategies? - what prompted certain corrections

See Reminders about re-telling - pg 49!

Marking Miscues
use recorded session to listen several times and complete markings

  • Substitutions - written above - with brackets if needed
  • "extended p" through text= pause - with seconds lasted
  • reversals - switching of words - either written above with brackets or wavy line weaved through reversed words
  • bound morphemes - circle deleted parts (endings, suffixes, pre-fixes, etc.) or re-write above as said - add added parts above with carrot symbol
  • Repetitions/regressions - overt re-reading of a part of text - circled "R" above and underline section that is repeated - number the line if repeated more than once - final read through that matches text isn ot underlined
  • repeating and correcting - circled "C", underline, and initial miscue written above
  • repeating and abondoning correct form - circled "AC"
  • repeating and unsuccessful correction - cirlced "UC"
  • empty circle means 2 things happened at same time
  • partials sound with dash "ca-"
  • non-word substitutions "$" for invented spelling
  • dialect and other variables circled "d"
  • misarticulations - things that usually go away with age- busgetti - circled "a" with $spelling
  • intonation shifts - with accent marks
  • split syllables - slash mark thru word (90 degree verticle)
See Appendix "A" for list

All miscues are marked on the page - but may be coded or analyzed differently depending on which of 4 procedures is selected(Chapter 4)

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