Jennifer Engo 3/28/13 Professor Rich

Miscue Analysis Assessment Paper

My running record was done with one of the girls in the second grade classroom I am currently in. I asked her if shed like to help me by reading just a book from her guided reading level to me out in the hall. She was ready to do so because she didnt read the book I had chosen. I thought since she was very excited to read this book she was a perfect student that would give me plenty of feedback to write about. I, also, purposely selected a book in which I knew she hadnt read so she would make errors she normally wouldnt have done if she had read the book. The book I selected was Mr. and Mrs. Murphy and Bernard. It was labeled as guided reading level J which was the group she was placed in at the time.

As I handed her the book she asked if she could read it to me out in the hallway because she didnt want anyone else listening to her reading. I thought it was, at first, because she was self-conscious about reading aloud but it turned out that she just didnt like all the distractions that were happening in the classroom at that time. The book was sixteen pages long, and had approximately 467 words. Throughout the book she was careful to read slowly so she wouldnt make mistakes. The words she read incorrectly were words that were found throughout the book. I was worried that when she couldnt

decode the word the first time that she would give up on the word when it was repeated again. In the beginning of the book she may have started to read to quickly and kept misinterpreting squashed and squeezed for squished. She eventually self corrected herself throughout the rest of the book and read the appropriate words with their correct annunciation. The third word she got incorrect was were which she read as where. She was close to the original word but she still misspoke and said a different word. When she approached words she found difficult she stopped for about ten seconds and made her best effort at its pronunciation. I found this technique interesting because I dont know at that age if I would have felt comfortable enough reading aloud and stopping so I could try and give an unknown word my best shot. Next, on page six she again ran into one of the names that was in the title of the book. She must have felt rushed at this point because she started the sentence and instead of trying to sound out the name Bernard she skipped over it entirely. The last word she mispronounced was sighed on page ten. She stopped and tried to sound it out, but was unable to and continued to read. She read the remainder of the book fluently and without any other mistakes. At the end of the book I asked her a few questions as if we were just having a normal conversation about the book. I asked her if she could tell me what the book was about, who the main characters were, and was this book easy for you. Finally, I asked her if she liked the book and why or why not?

For this student she read at about 92% fluency, which tells me she can be moved up to the next level of reading. The next level might come with challenges, but the way in which she read this last book I have no trouble seeing her exceed in the next level of reading. Her self-correction rate was very high when she came to words she wasnt

100% on, but she eventually almost always got the word correct. The way in which she read the book slowly and was able to tell me, at the end, what the book was exactly about showed me that she not only read the book fluently but she also was able to comprehend the words at the same time. The only time my student made errors in her reading was at first she just switched the words she was reading for words she thought she read. I believe she was reading to quickly at first before she slowed down. If this were my particular classroom I would have had this student reread me the story and remind her in the beginning to take her time. With this reassurance that she doesnt have to rush I see no reason for her to have made more than two to three mistakes now in reading this book. My particular classroom teacher uses this miscue analysis, but the only difference being that she only goes up to the first 100 words. I felt confident enough in my student that she could read the entire book without feeling uncomfortable.