>”If the significance of miscues is not understood, they are likely to be treated as phenomena that must be eliminated” (p. 8)
“An additional purpose of miscue analysis is to help teachers and researchers evaluate reading material” (p. 4)
Through the Burke Interview (p. 13) teachers can find out how children perceive themselves as readers.
- Bottom-up mdoel
- Top-down model
- Interactive model
- Subskills model
- Skills model
Here’s what they look like:
Language Cuing Systems
Semantic cuing system
- The system of meanings in a language
- The question: Does this make sense?
Syntactic cuing System
- Interrelationships of words, sentences, and paragraphs within a coherent text.
- The question: Does this sound like language?
Pragmatic cuing system
- The system of social rules that lets us know what language is acceptable and expected in particular settings. (Social knowledge)
- The question: what might someone say in this situation?
Graphophonic cuing system
- The set of relationships between the sounds and the written forms of the language.
- The question: How do these letters and their sounds help me choose a word that makes sense here?
Goodman, Y., et. al. (2005). Reading Miscue Inventory. Katonah, NY: Richard C. Owens Publishers, Inc.