The Importance Of Miscue Analysis

When assessing my student formally and informally I was able to learn an immense amount about her and her literacy interests. My student T.J. is a second grade student at Metcalf Elementary School. My student is currently at a level M reading level. Through conversation and our game I was able to learn that T.J. loves art, drama and her family. I noticed that most of the time T.J. bases her opinions and thoughts based on her sister. Family is a great motivator in a child’s life and may alter what a child is willing to learn (Owocki & Goodman, 5). I noticed that T.J.’s adopted her sister’s goals and interests by developing a love for art and drama. I want to push T.J. to become motivated to find her own interests through reading. I can use family

in order to see how she is as a reader. The first one I performed was a miscue analysis. Through this I was able to assess T.J. based on the cueing systems and see how she approaches reading. “Miscue analysis is an excellent way of evaluating a students use of strategies as well as monitoring their reading strengths and areas requiring word recognition instruction (Flippo, 67).” During my miscue analysis I was able to find several things. Before we read the book we briefly flipped through the pages and went over names of the people, in order to avoid any miscues that involved names. Students often stumble over names if they are uncommon. I wanted to ensure her miscues were words rather than the names of the characters. She rarely miscued on the names of the characters since we went over that information. Although overall she would repeat many times during reading, yet she was good about correcting her

The theme of the text that I read was to never give up on what you are passionate about. Everything is worth fighting for. Yet she only explained to me the surface level of what happened. She stated, “The theme was that the girl wanted to bring her hen with her.” I want my student to develop a deeper level of thinking rather than just assuming that a theme is a summary of events of the story. Since we have found out that T.J. is a visual learner, we must use multiple systems in order to pull out key information, “Sign systems are significant because they are the basis for creative and critical thought processes (Short, Kauffman & Kahn, 169).” Sign systems can include looking at the language and the pictures in order to draw meaning from a text. If I can allow T.J. to flip through the pictures before and after reading she can maybe organize her ideas and pull out a theme by using multiple modes of learning including visual, oral and