Miscue Analysis In The Jessie, Champion Skater As A Reader

I performed a miscue analysis for Student A in order to determine her strengths and weaknesses as a reader. Student A was able to self correct while reading when something didn’t sound correct to her, she was also able to recall key details about the reading. Student A read too fast to pause at punctuation and she also had trouble making inferences about a text after reading.
While reading, when a word did not seem to make sense, Student A was able to correct on her own without having to take much time to make the correction. Student A also showed great correcting skills throughout the read aloud. When she mispronounced a word she immediately recognized that it sounded wrong and corrected it. Throughout the Jessie, Champion Skater, Student

I asked Student A eight comprehension questions about the text once she was finished reading. She did not have a problem with any of the questions. For example, one of the questions was “How old is Jessie now?” she responded right away with the correct answer “thirteen.” She did not even have to look back to the story to find the sentence; “Now that she is thirteen, Jessie competes with adults.” Student A was able to answer the “right there” questions with ease. Being able to remember key details from a text is crucial to developing the ability to comprehend what she is reading. She is already at a great stage when it comes to text comprehension and this will only help with further development. She had a purpose when she read and was reading for the details as opposed to reading to finish the text. She understood what was happening and if she continues to do this in the future, she will be able to understand more difficult texts by putting all of the key details together. Since Student A is able to recall key information from text, it will allow her to summarize and retell a text with ease. This strength will help Student A as she continues to develop as a reader because as the readings increase in difficulty she will remember the basic key details that she read and recount the story based on the main

and she also has trouble making inferences about a text after reading. She tried to get through the reading really fast. She read the passage of 228 words in 2 minutes and 16 seconds, which is about 105 words per minute. Reading so quickly made her rush through the natural punctuation pauses and in most cases, completely ignore them. The only pauses that occurred throughout the text were ones where she was trying to pronounce a word. Since she didn’t take her time while reading or pause for punctuation, she lacked expression while reading. For example, the first sentence in of the text is “More than anything, Jessie wants to be a champion skater!” Since Student A was reading quickly she didn’t overlooked the exclamation mark. This could have affected her understanding of mood of the text during this part. Student A’s reading development may be affected because reading too quickly could prevent her comprehension of the text in the future. Slowing down while reading would be beneficial for Student A so she can remain focused and have a better overall understanding of what she