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: 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)

RTL: Miscues

pg. 4 Goodman (1969) used the term miscue to replace error when describing someone's oral reading. This ushers in a change in perspective - no longer are readers making errors, rather they are negotiating and constructing meaning as they work through the text.

Looking at miscues (such as omitting words, substituting words, or self-correcting) then provided a positive way to analyze the meaning-making process of readers.

Example - miscues during a reading of a poem on T-shirts - indicated that the reader had a very good handle on the meaning of the poem - so the miscues were inconsequential - Fluent readers often make changes to text.

On the other hand, HS students who were poor readers, often read slowly, with great accuracy, yet had little understanding of the meaning. In fact, the more they paid attention to getting things right at the word level, the less likely they were to comprehend the passage - an inverse relationship occurred!!!