The Primary English Encyclopedia: The Heart of the Curriculum, Third Edition
See also assessment, reading, record keeping and running reading records
Miscue analysis is a diagnostic reading procedure useful in helping to pinpoint children’s strengths and weaknesses. It was devised by Goodman (1973) who famously claimed it opened up a ‘window onto the reading process’. There are a number of versions of miscue analysis, including a user-friendly one in Helen Arnold’s book Listening to Children Reading. ‘Running reading records’ are a simple form of miscue analysis in which every word read correctly is marked with a stroke on a copy of the page.
Rather than simply providing a stark score or reading age, miscue analysis – if conscientiously carried out – reveals which strategies the young reader controls well and where some support is needed. The use of the word ‘miscue’ rather than ‘mistake’ indicates a positive approach to a young reader’s efforts to process the text drawing on different strategies.
Miscue analysis is usually carried out with newly independent readers or with older primary aged children who have a difficulty with reading. About 300 words of unfamiliar text, which makes some demands on the child without reaching frustration level, is usually chosen. You need a copy of the passage to mark in the miscues as the child reads out loud. Some teachers like to read with the child up to the selected passage so that he or she does not come to the task ‘cold’. It is helpful to tape record the child reading and to explain you want to listen again so you can help them. Tell the child that you want them to try out any new words and that on this occasion you will not interrupt to help. (Of course it is best just to supply the word if children become confused and upset.) Teachers try to make the task as anxiety-free as possible and, when the analysis is complete, talk with the child about the meaning of the text, stressing the enjoyment element. Mark the photocopied text with symbols for omissions, substitutions, insertions, reversals, repetitions, hesitation and self correction (see chart below).
Then you can show the results of a miscue analysis in a simple diagram similar to the one below:
Summary of child’s strengths and limitations
Although the conversation between the child and the teacher afterwards is not part of the formal procedure, the child’s comments may be useful in confirming aspects of the diagnosis – that he or she was reading for meaning, for example.
If the miscue analysis is to be placed in a child’s portfolio, a brief summary should accompany it explaining the significance of the results. Does the child, for example, show good use of self-correction strategies using visual and phonic cues? Does he or she use cues from the general context of the passage? How did the results inform the teacher’s planning?
Arnold, Helen (1982) Listening to Children Reading Sevenoaks: Hodder & Stoughton.
Campbell, Robin (2007, second edition) Miscue Analysis in the Classroom, UKLA minibook.
Graham, Judith and Kelly, Alison (2007, third edition) Reading Under Control London: David Fulton.
This is the complete article, containing 513 words
(approx. 2 pages at 300 words per page).
View More Summaries on Miscue analysis
