According to Theurer (2011), miscue analysis is based on the early work of Ken and Yetta Goodman.

This study followed three procedures: (1) the Burke Reading Interview (BRI) (Burke, 1987), (2) a Reading Miscue Inventory (RMI) (Goodman, 1973b), and (3) a Retrospective Miscue Analysis (RMA) (Goodman, Y. & Marek, 1996). In the forthcoming sections, I will explain in detail the protocols required for each of these procedures.

By creating a student case report, a teacher of reading can develop a holistic understanding of a child's reading development. The benefits of keeping a case report include having diagnostic, formative, and summative data on a student's reading progress combined with anecdotal and teacher observational data which provides contextual information on the student. Therefore, allowing the educator to make more informed instructional decisions regarding a reader as well as provide the most accurate and detailed information to parents and other stakeholders (such as special education professionals or educational psychologists) as needed. With a case report, such as an Informal Reading Inventory, the educator can build on a wealth of knowledge about the readers' holistic literacy (phonemic awareness, phonics, fluency, comprehension, vocabulary) in order to determine what the next steps will be for the reader.

Early reading success is the foundation of a student’s knowledge and self-esteem. The foundation also provides future opportunities for growth. Students must learn to read proficiently so that they are able to learn more in future grades, post-secondary schools, and the workforce. Beverly Tyner’s Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers states “In the United States, which offers few career opportunities for the illiterate, teaching children to read proficiently is the most important single task in education.” (Tyner, 2009). Beverly Tyner created the Small-Group Differentiated Reading Model which incorporates research-based strategies for teaching beginning reading skills and skills

The Wilson Reading System (WRS) is marketed for students from grades 2 to 12 who are not making sufficient progress with their current Tier 2 intervention and need a more intensive intervention at Tier 3. It is used most often with students in upper elementary to high school. The program can also be used with adults who need remedial reading services. Specifically, the program is based on the Orton-Gillingham approach to reading instruction. This approach relies on direct instruction, incorporates ideas of “how” and “why” individuals learn to read, and explores multi-sensory methods (auditory, visual, and kinesthetic). It is intended for individuals who have problems with phonological awareness or orthographic processing.

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

According to the Georgia Department of Education, the Georgia State School Board of Education adopted a new set of standards known as the Common Core State Standards for English Language Arts. Since the Common Core Standards State Standards assess the same English Language Arts standards as the Georgia Performance Standards, Georgia’s curriculum is called Common Core Georgia Performance Standards. Of the ELA standards for first grade, one requires that students be able to ask and answer questions based on the details in a text. This standard also requires that the student be able to retell stories, including details, and demonstrate comprehension. This could be an issue for special needs students. Students with a learning disability in reading often have difficulty comprehending texts in books and other reading material that is written at their grade level. However, there are many strategies to use to improve reading comprehension in struggling readers. With the increase use of technology, my review is written to determine if pre-recordings readings are more effective than teacher-led read aloud in improving comprehension skills of students with disabilities.

The intervention used first was the Peer-Mediated instruction with repeated reading (PRR). During this phase, the students were seated across from each other. The students were then given a copy of the passage, one in which to read, and the other in which to mark the time and note any errors observed, along with a stopwatch. Both students began reading from the selected text for the pair for a duration of twenty minutes at the beginning of the class. Next, the “paired reading” time consisted of each student taking turns reading using only a whisper. To ensure the fidelity of the intervention, measures were taken to ensure that one student didn’t have to be the first reader every time. During the read aloud, the student who wasn’t reading would follow protocol and read the following sentence “Stop. That word is _______. What word? Yes, ________. Please read that sentence again.” After the paired reading time, the reader would then be asked to read

In my clinical field experience I had the opportunity to administer a miscue analysis assessment to a first grade student. The miscue selection came from Form A Level 1 of the Analytical Reading Inventory book. The student was given a passage to read on their grade level. Prior to reading the passage, I conducted a prior knowledge/prediction assessment of the passage. The first grade student provided me with some prior knowledge/ prediction of the selection. Next, the student was asked to read the passage. As the student started to read, I noted on the miscues and cueing systems record sheet, any miscues made by the student. The data collected from this evaluation displayed three miscues that consisted of substitution of words, no graphophonic

Miscue analysis is a reading assessment, which when used by teachers, can discover a student's strengths and weaknesses during reading. While the student reads, the teacher marks down the different miscues that take place and whether they affect the syntax or the meaning. They are called miscues to ignore the negative connotation that is associated with the word error (DeVries 48). One can learn plenty about a student from this miscue analysis assessment data. It can show a student’s tendencies when he comes to word he doesn’t know.

After completing all the assessments and the parent interview, reading and writing activities were differentiated and conducted during whole group and small group instruction. Bear (Laureate Education, Inc, 2009c) discusses using the RRWWT Framework for guiding instruction for students. During the Read To activity, the Emperor’s Egg (Jenkins,) is read whole group to the students. This is an information text which uses labeled diagrams and captioned pictures throughout to provide additional information about the topic. During the Read To, students are following along in their basal as I read, and I have students discuss the diagrams of the Emperor Penguin. Drawing attention to the diagrams and teaching the students how illustrations and diagrams within text can aid in their understanding of what is being read seems to help the struggling reader. Using the visuals such as the diagrams helps this

The next chapter of the book Errors & Expectations by Mina Shaughnessy discusses spelling. Shaughnessy asserts that there are many reasons why a basic writing student will misspell words. These reasons include being unfamiliar with the structure of words, mis-pronunciation, not being familiar with homophones, failing to remember or see words, and not having a firm grasp on spelling rules. Shaughnessy spends the majority of the chapter giving suggestions on how to help students improve their spelling. She lines out several key ways in which this can be done.

My experience of making mistake is I feel too confident and talented in the ESL 263 class. I think this class is easy, so I don’t care much about this class. I remember when I have the first writing assignment, I think it's easy, so I don't practice. I write it only in 3 hours. Then, I turn in the assignment the next day. I believe that I do good enough to get a B in this writing. But I am wrong. When Mr. Lee, my teacher, finishes grading it, he says that a lot of students get the bad grade. I think I will never make mistakes, but it's not right. I have an F for the first writing assignment. I don’t know why. But when I read Mr. Lee comments, I figure out that I misuse of grammar, misuse of the comma. And it happens because I’m too confident.

When conducting a miscue analysis, the student is actively forming meaning that the author is conveying in the text. When teachers are able to understand miscue analysis they also build an understanding as the listener when they can help build upon student’s reading skills. Since miscue analysis is focused on “cueing system” that the reader is using it typically has 3 cueing systems used (same as running record):

Many students around the United States have reading difficulties, which can be due to a variety of reason such as: low socioeconomic status, family history of learning disabilities, a neurological disorder, limited exposure, etc. Reading difficulties can lead to further problems with education and learning, therefore the struggles should be addressed and intervention techniques should be implemented promptly. The interventions need to be individualized for the student based on their needs in order to improve the student’s reading to the best of their abilities.

After the survey was over, Lucy was walked back to the class where she laid down and began to read a book right away.