Alicia Govannicci Professor Rich Miscue Analysis March 20, 2013 The purpose of a miscue analysis is to listen to how

a child reads and to see what types of mistakes they are making while reading aloud. A miscue analysis also serves the purpose of seeing whether or not a child is comprehending what they are reading. Teachers should then use the information collected from the miscue analysis and analyze it in order to further instruction for the student, and find strategies that can be used to help the child further develop as a reader. It helps teachers see what level is appropriate for the student to be reading at, and also helps them in the grouping of students into reading groups, according to each students reading level. In Mrs. Mulshines second grade classroom, the reading that the students do is evenly broken up into independent reading and partner reading throughout the day. Mrs. Mulshine incorporates reading into as many subjects as she can throughout the day to help the students grow as readers without them even realizing that they are. Each student in Mrs. Mulshines class has a bag of just right books, which are books that that match each students reading level. Each students reading level is determined from a running record done by the teacher. I conducted a running record with the first grade student Karishma. She is one of the higher level readers in the class. The book levels go from A-Z, with A being the easiest read and Z being the most difficult read. Karishma reads level J books currently.

The methodology of this assessment consisted of doing a running record to find mistakes that were being made while Karishma was reading. Mrs. Mulshine had given me a running record form that had the words of the book that Karishma would read to me on it so that I could easily record miscues and notes. I did the running record with Karishma individually at a desk outside of the classroom directly after her lunch period. I asked her to come into the hall with me and had her read the level J book, Our New Neighbors, aloud, as I recorded on the form. Toward the middle of the book I stopped her and asked her to explain to me what was happening in the book so far. She responded and then continued reading the book. After she finished reading the book, I asked her a couple of comprehension questions from the form I was using to see if she understood what she had just read. I then scored the number of miscues she made and reviewed any other problems found while she read. After that, I gave her another book to read. This book was a level K book titled Turtles Big Race. I went through the same measures with this book as I did with the first one. I then went on to giving Karishma a third and final book to read that was titled, Thin as a Stick. This book was a level L book and, again, I took the same measures with this book as I did with the first book. I did three running records in a row with Karishma because she had 98% accuracy on all three books, so I was looking to find a book that gave her trouble, but was unsuccessful. After she read the first level J book, I moved her up to a level K book, and then up to a level L book. However, she did not make many mistakes while reading all three books. Her accuracy was very impressive. When I asked her the comprehension questions in the middle of each book and after each book, she

gave answers that were almost exact matches to what the answers on the form were. She used great expression appropriately while reading each book. I did, however, notice that she had better fluency while reading the first book than she did while reading the third book. Im not sure if this was because she was getting tired of reading, or because she had to take more time to think about the words she was reading because they were more challenging. More often than not she did not stop and pause at punctuation marks. In the first book, she pronounced the word ponies as the word poisoness, and also did not say the word read in the correct tense. Those were the only two miscues form the first book. While reading the second book the only mistakes she made were, missing two words and saying the word were instead of the word was. For the third book, she could not pronounce the words tongue or Prarie correctly, said lied instead of the word laid, said show instead of the word shove, and missed one word. After analyzing Karishmas three running records, I feel that there isnt anything that I would specifically have to improve with Karishma because she did so well with all three of the reading. I would challenge Karishma as a reader. First, I would move her up in reading levels because she is currently reading J level books, which are too easy for her. I would probably run another running record and see if M level books would be a good fit for her. Another way to challenge Karishma could be to have her start reading chapter books. An option could be putting a series of chapter books in her just right bag for her to read during the independent reading time. I could also place her in a reading group with other high level readers and have them read a challenging book together each week. I would give these students

questions that will further their thinking about the readings and encourage insightful group discussion. I feel that having Karishma read aloud more often will help her work on her fluency. I will have her say her name in her head every time she comes to a period so that she learns to pause when she sees punctuation marks. I feel it will also help her to slow down her reading so that she doesnt miss any words or mispronounce any words that I know she is actually capable of pronouncing correctly.