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)

GWB: discussion strategy

Quotable Quotes – Save the Last Word for Me! Discussion strategy

RMI - Quote & Response (but not why chosen)	Why I chose it
Both reader and author are active in constructing meaning (pg 20)	Key to understanding process of reading as transactional – leads to change 0 for me, that is what education is all about – change - growth
Important differences exist between oral and written language that stem from the various purposes for which each is used & the ways in which each is used. (21)	Points out distinctions between formal and informal, written and oral Oral – turn taking Written – stylistic use of the genre – once upon a time… They are parallel systems each with unique forma and purposes
Children as young as 18 months begin to develop a fully functioning and rule-governed system	Connection to ESL sound learners – learn a system that isn’t standard system – and it isn’t explicit – they just do it based on what they have heard – miscues could help to shed light on their processes!!!
Reading is most predictable when the language of the written text and the ideas expressed are similar to the oral language and conceptual knowledge of readers (23)	How to choose texts then?
…students know what reading is used for (23)	Not all – our kid in adult literacy course – from a non-literate family – text did not signify…
All 4 language systems must be intact and interacting whenever reading occurs (29) graphophonic, syntactic, semantic, pragmatic	Context of reading/point of view can be very different depending on text, reader, author, place being read, time
Readers having long-distance conversations with authors	Disconnect in higher ed – no connection between reader/author/content – online learning seeks to get people interacting with all…
Does sampling strategy mentioned on pg.30 have s/thing to do with ADD? Brain not being able to sample?
In some instructional settings, readers may be willing to continue reading when they are not comprehending – (33)	getting it done? But what have you learned?

GWB: 4 assumptions

4 assumptions about language, thinking, & learners (pg. 20)

1. reading is an active process
2. reading is a language process
3. Readers have knowledge about language
4. authors have knowledge about language

Both reader and author are active in constructing meaning - transactional

Language cueing systems are the sources of information that readers use in their transactions with text as they seek to understand (25)

• graphophonic - sounds & written form
  
• syntactic - the way human organize the sentences of a language in relation to other sentences - whether for purposes of reading, writing, speaking, listening - is its syntax
  
• semantic - meaning - therefore influenced by culture & beliefs
• pragmatic - context
  

All of these cueing systems work within the socio-cultural context of reader/author - pragmatic system - language occurs in a context - how we use it or interpret it, depends on context

Reading Strategies

• initiating & sampling strategies - look at title - sample some text and pictures
  
• predicting strategies - inferencing - guess based on previous knowledge
  
• confirming strategies - was guess right or wrong - leads to self-correcting
  

sampling happens in all perceptual processes - listening for eg - allows senses not to be overwhelmed

seems like many of the strategies are happening without reader consciously attending to them - automatic?

cyclical processes

GWB: The Man Who Kept House

OK, I just read that little story and now I'm supposed to write down everything I remember...

• a man thought his job (cutting wood in the forest) was harder than his wife's
• she tells him he hasn't a clue what she does
• why don't they switch for a day, but he should know that he'll have to watch the baby, make the butter, feed the animals, and clean the house
• so the next day they switch - he starts to feed make the butter thinking this is easy! THen he hears the baby
• she is outside! He runs out to get her and brings her back in - only to discover that he left the door open and a big pig has knocked over the butter churn and spilled it all on the floor
• He starts to feed the baby and then hears the cow mooing. Thinking the cow must be hungry too, he goes out - he has no time to collect food, so he puts the cow on the roof, thinking it can find food there (is it a grass roof?)
• then he's afraid the cow will fall, so he ties a rope around the cow's neck(?) and puts it through the chimney, tying the other end to his ankle - thinking that will keep the cow safe
• Oh yes... he put porridge on the fire to cook
• But now the cow does fall anyway, and yanks him into the chimney, hanging upside down over the porridge - the cow half suspended on the side of the house.
  
• The wife comes home, sees the cow, cuts her loose which causes the husband to fall face first into the porridge
• She discovers the house dirty, the baby crying, and her husband in the porridge.
• The next day her husband goes back to the forest to cut wood - never again to complain that his job is hard and hers easy.
  

GWB: Miscue Analysis

Understanding MA helps one to build a personal model of reading...YES - this is what I have been after for myself - to understand what is happening when we read!

So far...

• Reading miscues can illustrate both the positive aspects of reading and those areas that can use support.
• Listening to students read without interruption provides a window on the reading process (pg. 3)
• There is a single reading process and it is the same for proficient and non-proficient readers (pg. 5)