Unformatted text preview: In other words, do the miscues retain their part of speech (nouns, verbs, adjectives, plurals, past tense, etc.)? Explain.-Do the miscues look and/or sound much like the words in the text? Are the number of syllables, general configuration or letter sounds largely preserved? Discuss.-Describe how the miscues make sense given the student’s first language.-Did the reader attempt to self-correct his/her miscues? Was s/he successful in these attempts? Consider patterns across all of the miscues. Consider both strengths and weaknesses.-What can you say about the student’s word identification in context?-To what extent does this student use each of the cueing systems?-What skills/strategies does s/he use to identify unknown words (e.g. sounding out – phonics; reading to the end of a sentence and using meaning cues – context; asking for help, etc.)?...
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- Spring '09
- Miscue Analysis, Literacy Assessment Assignment, Analysis Optional Draft, word identification skills