>Miscue Analysis (in class)

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When evaluating miscues, it’s important to

  • Syntactic Acceptablilty (Does this sound like language?)
  • Semantic acceptability (Does this make sense?
  • Meaning change?
  • Graphic similarity (high, low, some)

High quality miscues (labeled YYN), those that show the children are making sense of what they’re reading, usually have very low graphic similarity.

Low quality miscues usually have high graphic similarity because children are usually focusing too heavily on the graphophonic cuing system.

If a child self corrects, the coding of the miscue changes. Self-correcting is a YYN miscue. It’s another reason we shouldn’t interrupt children while they’re reading. If we do, we eliminate the opportunity for the use of this strategy.

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