2.3 Recording the session

The miscue analysis session is recorded in two ways. First, the teacher marks miscues onto the typescript as a written record. Second, an audio recorder is used to document the student’s reading. The audio also serves as a way for the teacher to check that all miscues have been marked onto the typescript, should some be missed during the live reading. The recording can be listened to after the session with the reader has ended. The teacher should attempt, though, to record as many miscues as possible during the live reading to capture authenticity. Certain nuances of reading such as brief pausing or even pronunciations may not be as clear on tape as they would be in person.

Once the typescript is prepared and the tape recorder is rolling, you are ready to begin the miscue analysis. once the typescript has been prepared and the tape recorder is rolling.

It is important to note that if a student reads the texts as he or she would speak, this is not a miscue. In other words, if what the student has read aloud is parallel to his or her dialect, this does not mean the child is not comprehending the text. If a student normally pronounces the word “breakfast” as “breaksfist,” you would not record this pronunciation as a miscue for the child’s reading.

For more information on documenting miscues, see Goodman, Watson & Burke, pgs 50-50, 1987 and Wilde, pgs 37 – 46, 2000).

Substitution

When a substitution is made, the miscue is written directly over the text that has produced an unexpected response.

Text:

“Good morning, class,” said Mr. Simpson.

Child read aloud:

“Good morning, class,” sighed Mr. Simpson.

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Miscue record:

Substitution of a non-word

Sometimes a reader may substitute a non-word for the expected text. In this case, a dollar sign is written above the text as well as the response of the reader.

Text:

“I hope you are all feeling energetic today,” he added.

Child read aloud:

“I hope you are all feeling endrinate today,” he added.

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Miscue record:

Substitution for multiple words

A substitution of one word in place of several words may occur. This is denoted with a bracket over the words omitted, with the substitution written over the bracket.

Text:

The students appeared to be prepared for their journey.

Child read aloud:

The students appeared ready for their journey.

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Miscue record:

Omission

Omissions are recorded by circling neglected words.

Text:

All of the students replied, “Good morning, Mr. Simpson.”

Child read aloud:

All the students replied, “Good morning, Mr. Simpson.”

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Miscue record:

Partial omission

At times, readers make a partial omission. The part of the word that has been omitted is then circled. You may decide instead to mark this behavior as a substitution, writing the part of the word supplied over the printed text.

Text:

“Should we get our hiking shoes on?” one student asked excitedly.

Child read aloud:

“Should we get our hike shoes on?” one student asked excited.

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Miscue record:

Transposition

When words are reversed in order during a reading, the miscue is recorded by making what looks like a sideways S to lasso the transposed words.

Text:

“Let’s race up the mountain!” shouted Daniela.

Child read aloud:

“Let’s race up the mountain!” Daniela shouted.

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Miscue record:

Repetition or regression

Repetitions are referred to as regressions in miscue analysis. Phrases or words which are repeated by the student are noted by underlining the repeated portion. A circled R denotes the point of regression origin. One underline is used for each regression. If a student rereads a section of text twice more than expected, that section would be marked by underlining twice on the typescript.

Single regression

Text:

It was the day of the big field trip to Ripley Park.

Child read aloud:

It was the day, it was the day of the big field trip to Ripley Park.

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Miscue record:

Multiple regression

Text:

It was the day of the big field trip to Ripley Park.

Child read aloud:

It was the day, it was the day…it was the day of the big field trip to Ripley Park.

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Miscue record:

Insertion

When a student adds one or more words to the text, an insertion is denoted with a caret.

Text:

All fifth graders were invited to participate.

Child read aloud:

All of the fifth graders were invited to participate.

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Miscue record:

Correction

A miscue followed by a correction is marked by circling the letter C for correction and underlining text that was re-read correctly.

Text:

A school bus would transport the hiking equipment as well as the students.

Child read aloud:

A school bus would transportation, transport the hiking equipment as well as the students.

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Miscue record:

Unsuccessful correction

A student may make one or more attempts at reading a word or group of words. This is marked with the letters UC in a circle for “unsuccessful correction.” Underlining is used to show which words were attempted. It is easiest to show how many attempts were made and exactly what the reader has said, by making an arrow extending above the attempted text, pointing to the margin. In the space of the margin, you can then list the attempts.

Text:

The plan was to hike to the summit of Mount Gray.

Child read aloud:

The plan was to hike to the sum, summons, something of Mount Gray.

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Miscue record:

Pausing and intonation

Miscue analysis also offers the opportunity to capture the reading behaviors of pausing and of unexpected intonation.

Pausing

If a student pauses mid-reading, the typescript should be marked with the letter P above the place in the text where the hesitation occurred. The tail of the P should extent into the typed sentence.

Text:

Next, we would inflate our rafts.

Child read aloud:

Next, we would [pause for about 10 seconds before continuing to read] inflate our rafts.

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Miscue record:

Intonation

When a student reads the text as printed but employs an intonation that is unexpected, the typescript is marked by circling the punctuation that was neglected. In this example, the student reads two sentences as a single run-on.

Text:

The whole class will navigate the river. On each raft is a compass.

Child read aloud:

The whole class will navigate the river on each raft is a compass.

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Miscue record:

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Miscue analysis

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• Previous: Preparing for miscue analysis

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