Kelly Collova Professor Rich ELD 307 March 28, 2013 Miscue Analysis Purpose of Assessment The purpose

of the Miscue Analysis is to analyze the oral reading of an individual student so that the teacher can gain insight of the students reading process. The Miscue Analysis assessment analyzes if the student reads with meaning, fluency, and comprehension and is therefore able to evaluate the difficulty of the text and determine a students reading level. Introduction of Child and Setting I conducted the Miscue Analysis assessment with a third grade student named CJ at Wicoff Elementary School. CJ is an average reader. I sat with CJ in the hallway outside of Mrs. Reils third grade classroom and took copious notes during the assessment. Methodology Mrs. Reil gave me two copies of a Miscue Analysis assessment to use with CJ. She uses these assessments to evaluate her students reading levels. The Miscue Analysis that I assessed CJ on was an excerpt from Sugar Cakes Cyril by Phillis Gershator and it was level M. This particular assessment is used to assess independent reading levels L-Z. One copy of the assessment was for CJ to read from and the other copy was for me to use in order to mark CJs miscues. Both copies contained the same story. I began conducting the Miscue Analysis by reading the directions on the assessment paper aloud to CJ. I then gave a very brief introduction about the excerpt to CJ and explained to him that he is to read the first 100 words of the excerpt aloud to me. As CJ began reading, I took

notes and marked my copy of the excerpt with the appropriate running record symbols above the word of any miscues he made. A check mark was placed above each word that he read correctly. After he read the first 100 words, he read the rest of the excerpt quietly to himself. When he was done reading I asked him to retell the big or important parts of what he just read in the excerpt and took notes of his response. I then asked him four comprehension questions about the story that was on my copy of the assessment paper and took notes of his responses. After I asked him these questions I counted the miscues and calculated CJs accuracy rate. Description of findings As CJ was reading the excerpt, I noticed that he was very focused and did not get distracted by other students walking pass us in the hallway. While CJ was reading he did not require any help from me. I did notice that while he was reading he was not pausing to take a breath in between sentences. CJ had two self-corrections and one miscue where he did not self-correct. He scored a 99% accuracy rate, which places him in the independent level. The two self-corrected words he read were floor and diapering. For both of these words he started off by sounding out the beginning sound of each word and then said the whole word correctly. For example, when CJ read the word floor he read it as, FA-floor. He read the word diapering as, DIEdiapering. The only miscue CJ had was the word damp. He read the word as dam. Since CJ only retold one big part of the excerpt, I asked him the comprehension questions that were on my copy of the assessment. CJ answered all four of the comprehension questions correctly. I noticed that when I asked him the second question, he looked back in the excerpt to name the exact ingredients that the main character used to help make the cookies. I thought this

was a good strategy that CJ used. He knew exactly where to find the answer to the question and that showed me that he was focusing while reading. Implications for Instruction I could use this information to help improve further instruction for CJ. Since he was only able to retell the important parts from the beginning of the excerpt, I would have a CJ work on identifying the exposition, rising action, climax, falling action, and resolution of a story. I think this will help him identify and retell all the big or important parts of the story.