miscue_analysis

# miscue_analysis - Miscue Analysis-Oral Reading...

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Unformatted text preview: Miscue Analysis-Oral Reading) Mlscues-Ftunning Records n . I. I M. _ (From Gillet & Temple, 1990 and Routman, 1991) In oral reading, even the most ﬂuent readers will occasionally say something a bit different from the precise words on a page. Often times we are usually unaware that what we said was not precisely what was written. These divergences can hardly be called errors. While some miscues change the meaning very little, if at all, other miscues can change the authors message and interfere with comprehension. It is for this reason, that miscue analysis can be a useful tool to better understanding students' oral reading in classrooms. Analyzing miscues can help us to determine what strategies the reader is using to figure out unknown words during oral reading. Pr r B eri Anl i: It is important to know that there is no one right way to do miscue analysis. If this is a topic that interests you, you may wish to consider reading the EaﬂLQetemiQu by Marie Clay or see Invitations pp. 371 -375. For the purposes of this project, you will need to do the following: 1. Prepare a piece of text for oral reading (see basic procedures handout). 2. Keep track of the students oral reading by using the system for marking oral reading miscues below. 3. Compute an accuracy score for the miscue using the following formula: 'Count the number of total words in the passage. ‘Then divide 100 by the total number of words. This is called the miscue deduction. For example, if the passage has 158 words: 100/158 = .63 Each of the words in that passage accounts for .63 percent, or a little more than 1/2 percent, of the total. For each mmmen, .63 percent will be deducted from the score. *Next, count up the scorable miscues and multiply this number by the miscue deduction for that passage. For example, if there were 9 scorable miscues in the passage, you multiply 9 by .63 (9 x .63) which is equal to 5.67% (round it up to 6%). *Next subtract this percentage from 100% (the total for the passage) 100% - 6% = 94%. ‘Finally, determine this oral accuracy score is at the independent, instructional or frustration level. ' Independent Level: 97% or higher Instructional Level: 90-96% Frustration Level: below 90% These criteria may seem high, but remember that the context of a sentence provides a powerful word recognition aid. in sentences, words are constrained by their grammatical usage and meaning. The number of alternatives for any individual word therefore is small, and it is easierto recognize words in context than in isolation (as in word lists). 4. Analyze the oral reading miscues involving substitution, insertion or emission by answering the following questions: a. Does the miscue mean about the same as the word(s) in the text? Is the message radically altered? b. Does the miscue function syntactically in nearly the same way as the word(s) in the text? In other words, is the miscue the same kind of word (part of speech-noun, verb,adjective,etc)? c. Does the miscue look or sound much like the word(s) in the text? Are the number of syllables, general conﬁguration, or letter sounds largely preserved? d. lithe reader is a dialect speaker, does the miscue make sense within her or his dialect? e. Did the reader attempt to correct the miscue? Was the correction attempt successful? 5. Be looking for patterns. What can you say about the student's word recognition in context? Does s/he self-correct? What skills does s/he use to identify unknown words (sounding out (phonics), read to the end of the sentence and go back (meaning), ask for help, say "I don't know“)? Consider both strengths and weaknesses. ...
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## This note was uploaded on 10/03/2010 for the course ENV LAW 100 taught by Professor Jkal during the Spring '09 term at UCSB.

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miscue_analysis - Miscue Analysis-Oral Reading...

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