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Transcript of Miscue Analysis
Was meaning used?
Does it mean the same thing? Does the word look right?
Was the visual cue used?
Were the appearance of the letters used? Does the word sound right?
Was the syntax cue used?
Is it the same part of speech and syntactically correct? If "dad" was used instead,
Does "dad" make sense?
Does "dad" sound right?
Does "dad" look right? "Dad" sounds right, possibly makes sense. If "more" was used, only the visual cue could have been used. After completing the miscue analysis, the goal is to look for patterns and trends:
What does the student tend to use when encountering a new word?
When the student self-corrects, what cueing system most likely helped him to self-correct?
What cueing system(s) is the student not using consistently? Next Step:
Use the patterns to reinforce what the student is using.
Teach the student to use what he is not currently using consistently.
Then consider different strategies to teach the reader:
to introduce that skill (if it is not being used)
to strengthen a skill that is somewhat to be used If a student is having trouble with ... Make sure the word your read makes sense in the sentence by asking yourself, "Does that make sense with what I've read so far?" Meaning Syntax Visual Strategies I Could Teach Might Be... Make sure the word you read sounds right by making sure it is the right part of speech. Make sure the word you read looks right by looking not only at the beginning, but also the end of the word. Coaching Might Sound Like Does that make sense?
Read that again to make sure it makes sense. Does that sound right in the sentence?
Does that sound like how it sounds in books? Does that look right?
Look all the way through the word to make sure you've said all the sounds. Teaching After Miscue Analysis: Strategies and Coaching Prompts Jamie Saponaro Adapted from Conferring with Readers
by, Gravity Goldberg and Jennifer Serravallo