LEARN NC

people reading on benches

Ongoing assessment for reading

By Jeanne Gunther

2.2 Preparing for miscue analysis

Selecting the text

Select a complete text that the student has not previously read. Choose a text that is approximately one level above what the independent reading level has been determined to be. With the higher reading level, the teacher can observe about 25 miscues for analysis. A complete selection should be used and should contain at least 500 words.1 The teacher should either choose a text that has been downloaded from a reputable site with leveled texts (such as Reading A-Z) or use a classroom text that has a known level.

Preparing the typescript

The teacher needs a copy of what the student is reading. However, the copy the teacher has will also be used for recording miscues, so the format will look a little different from the authentic piece held by the student. This teacher-made document will serve as what is called the “typescript.”

If a text is downloaded from the web, the teacher may simply copy and paste the text into a word processing document, then use the word processing application to number the sentences and add double or triple spacing. It is also helpful if the side margins are large on the typescript for notes on multiple attempts made by the reader. If a downloaded text is not available, the teacher should type the section to be read, then number the sentences and set the margins as described above. In a pinch, a teacher may photocopy the pages to be read in order to have something immediate and create a typescript after the reading session has occurred. This particular practice is not my recommendation, but it may be necessary when a teacher is pressed for time and a student is ready to read at a level for which materials have not been prepared.

  1. Goodman, Yetta M., Dorothy J. Watson, and Carolyn L. Burke, Reading Miscue Inventory: Alternative procedures (New York: Richard C. Owen, 1987). [return]