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Miscue Analysis and Running Records
Transcript of Miscue Analysis and Running Records
Every 4-6 weeks
Sit next to student so that you can see the text, mark each word on running record form by using specific symbols. Place checkmark for each word read correctly. Use a standardized system to record the reading – words read correctly, substitutions, omissions, deletions, self-corrections etc. Pay attention to reader’s behavior to gather meaning through 3 cues:Determine whether the errors and self-corrections were made as a result of meaning, structure, or visual cueing
Meaning (semantic) cues – applying background knowledge and the context of the sentence or passage to identify words.
Visual (graphophonic) cues – applying what is known letter-sound correspondences to decode words.
Syntactic (sentence structure) cues – applying what is known about how our language goes together to identify words
Afterward, assess student’s comprehension of book Running Records “Running Records capture what the reader did and said while reading. They capture how readers are putting together what they know in order to read. They allow teachers to describe how children are working on text. They allow teachers to hear how children read – fluent, phrased, word by word, acknowledging punctuation, or on the run.” Miscue Analysis and
Running Records Jamie Mallon, Amanda Call, Lauren Brazell, Nick Papa Miscue Analysis and Running Records Miscue Analysis Miscue analysis focuses specifically on “cueing systems” used by the reader.
Focuses on what kind of miscues the reader is making rather than the number of miscues they are making.
There are 3 cueing systems
The cueing systems are labeled slightly differently compared to running record, as the graphophonic system (visual cues in running records), the syntactic system (syntax or structure cues in running records), and the semantic system (meaning cues in running records). How do we do this in the classroom? How Do We Do This in Our Classrooms? 1. Choose a book at the child's reading level that they have never read before. (you could use your data from running record)
2. Have the child read the text to you and let them know you will be recording them and you cannot help them while they are reading because you want to see what strategies they use when they come to a word they don't know.
3. After reading, have the student do an unaided retell by just asking, "Can you tell me what happened in that story?"
4. Then have a teacher aided retell. Have about 10 questions prepared to ask (6 related to plot, 4 related to characters)
5. Afterward, on your own re-listen to the student's reading and mark their miscue.
6. Analyze miscues Analyzing Miscues http://www.learnnc.org/lp/editions/readassess/1083