Miscue Analysis
Greetings. The following materials are intended to provide an introduction to Miscue Analysis.
They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Chia-Hui Lin
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Some Caveats When Applying Two Trends in Diagnosis: Remedial Reading. ERIC Digest Number 6.
Creating Eager Readers From the Northwest Regional Educational Laboratory
What Does Research Say About Reading?
What Miscue Analysis Reveals About Word Recognition and Repeated Reading in Student's Hands
Miscue Analysis Sample
Citations From the ERIC Database
AN: ED444140
AU: Goodman,-Yetta-M.; Paulson,-Eric-J.
TI: Teachers and Students Developing Language about Reading through Retrospective Miscue Analysis.
PY: 2000
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED444140
DE: *Miscue-Analysis; *Reading-Improvement; *Reading-Processes; *Teacher-Student-Relationship
DE: Discourse-Analysis; Elementary-Secondary-Education; Instructional-Effectiveness; Reading-Instruction; Reading-Research
AB: A study explored how Retrospective Miscue Analysis (RMA) is successful, using discourse analysis of the questions and discussion strategies used during RMA. Seven readers with successful RMA sessions who represented several age/grade groups, ethnic groups, and linguistic backgrounds were chosen, and their discourse was analyzed over a period of 8 months. Examining what aspects of the RMA session support the readers' development of a positive view of himself or herself as a reader, over time, 4 subcategories emerged: procedural, language used, interactional, and ownership/control. Examining also what language the reader uses to talk about his or her reading process and strategies, over time, the study found 2 subcategories: reading process and metacognition. Findings show that a common thread through all of the readers' RMA sessions is their movement toward central roles in the dialogs, toward equanimity and parity with the teacher/researcher's contributions. This increase in discussant role goes hand-in-hand with an increase in the ability to talk about reading. As readers become more fluent in the language of reading, their confidence in their ability to learn about the reading process grows, and they become more in control of the RMA sessions. It is precisely this control over the reading process which influences reading proficiency. Teacher/researchers also learn how to discuss the reading process with each individual reader. RMA sessions tend to progress from a primarily teacher/researcher-driven dialog in the beginning sessions to a conversation between equals in the middle and latter sessions, during which it is frequently the reader who drives the session. (Contains 14 references, and 2 tables, and 13 figures of data.) (SR)
AN: EJ609765
AU: Tucker,-David-L.; Bakken,-Jeffrey-P.
TI: How Do Your Kids Do at Reading? And How Do You Assess Them?
PY: 2000
SO: TEACHING-Exceptional-Children; v32 n6 p14-19 Jul-Aug 2000
DE: *Learning-Disabilities; *Miscue-Analysis; *Reading-Diagnosis; *Reading-Difficulties
DE: Curriculum-Based-Assessment; Diagnostic-Teaching; Elementary-Education; Evaluation-Methods; Grade-2; Instructional-Design; Student-Evaluation; Teaching-Models; Theory-Practice-Relationship
AB: Discussion of reading assessment of students with learning disabilities considers theoretical models of reading, curriculum-based assessment, and miscue analysis. A comparison of the reading strategies of two second-grade readers using miscue analysis is detailed. Emphasis is on instructionally relevant student assessment. (Contains seven references.) (DB)
AN: ED438510
AU: Wilde,-Sandra
TI: Miscue Analysis Made Easy: Building on Student Strengths.
PY: 2000
AV: Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($15). Tel: 603-431-7894; Web site: http://www.heinemann.com.
PR: Document Not Available from EDRS.
DE: *Miscue-Analysis; *Reading-Instruction; *Reading-Processes
DE: Cues-; Language-Usage; Primary-Education; Reading-Improvement; Reading-Material-Selection
AB: Beginning with a series of interactive exercises, this book leads readers through the thinking processes and linguistic systems that students use to build their understanding of text. Through a review of these systems, the book then shows how to assess students' reading ability. It then presents an easy-to-use, step-by-step diagnostic procedure, including a retelling guide, which helps to identify and then maximize the student's specific strengths. The book also offers ideas on how to help students develop the self-monitoring strategies needed to keep track of their own meaning-making process as they read. Chapters in the book are: (1) Honoring What Readers Do; (2) How Readers Use Language; (3) Three Cueing Systems; (4) Aren't Errors Bad? Some Underlying Principles of Miscue Analysis; (5) Choosing Reading Material and Getting Started; (6) Recording What Readers Do; (7) Conducting Good Retellings; (8) Coding Miscues: Procedures for Classroom Use; (9) A Portrait of the Reader; (10) What's Next for This Reader? From Miscue Analysis to Instruction; and (11) Miscue Analysis in the Life of the Classroom. Appendixes contain interview questions, a short story, a retelling, a sample retelling form, a miscue inventory, a coded story, a coding sheet, and checklists. (Contains 49 references.) (RS)
AN: ED433714
AU: Kucer,-Stephen-B.; Silva,-Cecilia
TI: The English Literacy Development of Bilingual Students within a Transition Whole Language Curriculum.
PY: 1999
NT: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, April 19-23, 1999).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED433714
DE: *Bilingualism-; *English-Second-Language; *Literacy-Education; *Transitional-Programs; *Whole-Language-Approach
DE: Classroom-Techniques; Curriculum-Design; Grade-3; Language-Skills; Mexican-Americans; Miscue-Analysis; Primary-Education; Reading-Instruction; Second-Language-Instruction; Skill-Development; Spanish-; Spelling-; Story-Telling; >Writing-Instruction
AB: A study examined the English literacy development of English-Spanish bilingual students beginning formal transition into English literacy in a whole language classroom. The subjects were 26 Mexican-American third-graders. The curriculum had four components: theme-based literacy activities; teacher reading; free reading; and free writing. Instruction was meaning-focused and written language conventions were demonstrated through the use of contextualized mediations. Literacy growth was measured through pre- and post-reading miscue and retelling analysis, holistic and analytic writing analysis, and spelling assessments. Analysis of reading miscue data indicated statistically significant improvements in the students' ability to produce more meaningful sentences. Additionally, retelling analysis showed significant gains in the overall number of retelling units and matches produced by the students. Analytic writing analysis showed improvement in capitalization and spelling, and the in number of words produced in a story. Spelling improvement was also noted in an analysis of words produced in isolation. Holistic analysis of students' written stories did not indicate significant improvements, nor did analytic analysis show an increase in the number of sentences or the conventional use of punctuation. Results suggest that literacy development may require differentiated mediation, i.e. some tasks may require more direct mediation than others. (Contains 31 references.) (Author/MSE)
AN: ED431177
AU: Cattell,-Micki
TI: A Study of the Effects of Metacognition on Reading Comprehension.
PY: 1999
NT: Master's Project, San Diego State University.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED431177
DE: *Instructional-Effectiveness; *Metacognition-; *Reading-Comprehension
DE: Grade-4; Intermediate-Grades; Miscue-Analysis; Reading-Research
AB: The purpose of this study was to examine the effects of strategically teaching metacognitive skills to high-, medium-, and low-achieving fourth grade students, and how it influenced their ability to comprehend grade level texts. Nine children participated in the experimental group, and nine were selected for the control group. A pre/post miscue test and comprehension evaluation were utilized to show individual growth, and gain scores were used to compare between the experimental and control groups. Results indicated strategic teaching of metacognitive skills did influence a child's ability to comprehend grade level texts. An analysis of the data collected revealed all students in the experimental group used one or more of the metacognitive skills to aid in their comprehension. After comparing the miscue and comprehension scores of the experimental and control groups, it may be suggested that teaching metacognitive skills is an effective means of instruction for influencing the reading comprehension of fourth grade students. Contains 46 references, and 2 tables and 4 figures of data; appendixes contain a comprehension evaluation form, reading miscue texts, criteria for selecting students, a student nonfiction retelling assessment form, and a list of journal starters for student response journals. (Author/RS)
AN: EJ581448
AU: Stone,-Deborah-B.; Fisher,-Sylvia-K.; Eliot,-John
TI: Adults' Prior Exposure to Print as a Predictor of the Legibility of Text on Paper and Laptop Computer.
PY: 1999
SO: Reading-and-Writing:-An-Interdisciplinary-Journal; v11 n1 p1-28 Feb 1999
DE: *Adults-; *Printed-Materials; *Readability-; *Text-Structure
DE: Higher-Education; Layout-Publications; Microcomputers-; Miscue-Analysis; Oral-Reading; Predictor-Variables
AB: Investigates effects of variations in font, leading, and justification that account for differences in speed and accuracy between reading aloud from paper versus laptop computer. Finds that: (1) subjects' prior exposure to print significantly and positively related to predicting speed and miscue performance; (2) educational attainment significantly predicted miscue performance; and (3) age was not significantly related to performance. (RS)
AN: ED427310
AU: Goodman,-Debra
TI: The Reading Detective Club: Solving the Mysteries of Reading. A Teacher's Guide.
PY: 1999
AV: Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912; Tel: 800-793-2154 (Toll Free); Web site: http://www.heinemann.com ($18).
PR: Document Not Available from EDRS.
DE: *Miscue-Analysis; *Reading-Instruction; *Reading-Processes; *Reading-Strategies
DE: Case-Studies; Elementary-Education; Reading-Skills; Student-Evaluation; Teaching-Guides
AB: Noting that readers are a lot like detectives, this two-part book (a professional book for teachers and a fun "nonworkbook" for students) introduces students and teachers to "mystery cases" that are actually reading strategy lessons for third through eighth graders and their teachers. The teacher section offers a comprehensive overview of the reading process, with step-by-step instructions for sponsoring a Reading Detective Club, analyses of each case, and discussions of topics such as second-language readers and dialect variations. The student section of the book features a series of reproducible mystery cases presented by student-detectives. Children are encouraged to solve cases--and come to understand their own approaches to literacy--by exploring the meaning clues, language (grammar) clues, and graphic clues printed in texts. Central to the book is the importance of miscue analysis as a vital assessment tool. The book provides accessible, practical advice for using miscue analysis in the classroom. (RS)
AN: ED427305
AU: Hodges,-Joyce
TI: The Effect Pre-Knowledge of the Text Has on Miscues in Reading.
PY: 1999
NT: M.A. Research Project, Kean University.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED427305
DE: *Miscue-Analysis; *Oral-Reading; *Prior-Learning
DE: Grade-2; Primary-Education; Reader-Text-Relationship; Reading-Research; Vocabulary-Development
AB: The effects of prior knowledge on miscues were examined by requiring 20 second-grade average to above average readers to read an expository passage orally. They were divided into two sample groups. The control group was asked to read the passage with no prior instruction. The experimental group was given prior instruction, which consisted of pre-reading with vocabulary and text discussion. The basic premise of the study was that fewer reading miscues would occur when readers were engaged in an analytic previewing activity before reading the specific text aloud. Findings suggest that children with high prior knowledge made fewer miscues than the children with no prior knowledge. It is recommended that students be given information to develop their schematic base before they are required to undertake the text being presented. Support for these conclusions is discussed. (Contains 66 references and 2 tables of data; an appendix contains a sample reading passage.) (Author/RS)
AN: EJ573312
AU: Martens,-Prisca
TI: Using Retrospective Miscue Analysis to Inquire: Learning from Michael.
PY: 1998
SO: Reading-Teacher; v52 n2 p176-80 Oct 1998
DE: *Miscue-Analysis; *Reading-Attitudes; *Reading-Improvement; *Reading-Instruction; *Student-Attitudes
DE: Grade-3; Primary-Education; Reading-Difficulties; Reading-Research
AB: Provides a brief background on Retrospective Miscue Analysis (RMA) and explains how the author used it with one struggling third-grade reader. Describes how RMA was used in sessions with Michael over the course of one school year and describes the learning and revaluing that happened for both Michael and the author. (SR)
AN: EJ576206
AU: Steineger,-Melissa
TI: Creating Eager Readers: Informal Assessments Help Students Mine Text for Meaning.
PY: 1998
SO: Northwest-Education; v4 n1 p38-45 Fall 1998
NT: Theme issue topic: "Succeeding at Reading: Literacy in the Early Years." Internet availability: http://www.nwrel.org/nwedu/fall_98/index.html
DE: *Informal-Assessment; *Reader-Text-Relationship; *Reading-Comprehension; *Reading-Motivation; *Reading-Strategies; *Student-Evaluation
DE: Cloze-Procedure; Miscue-Analysis; Primary-Education; Reading-Instruction; Reading-Skills; Teaching-Methods
AB: Research indicates that engagement with text is critical to becoming a good reader and can be fostered in primary grades by using informal assessments of individual student's reading ability to guide instruction. Describes running record, miscue analysis, and cloze-procedure assessment tools and the assessment task of oral retelling. Sidebars list traits of an effective reader and additional resources. (SAS)
AN: EJ558081
AU: Bloome,-David; Dail,-Alanna-Rochelle-King
TI: Toward (Re)Defining Miscue Analysis: Reading as a Social and Cultural Process.
PY: 1997
SO: Language-Arts; v74 n8 p610-17 Dec 1997
NT: Theme: Anniversary of "Reading: A Psycholinguistic Guessing Game."
DE: *Cultural-Influences; *Miscue-Analysis; *Reading-Processes; *Social-Influences
DE: Elementary-Education; Higher-Education; Models-; Reader-Text-Relationship
AB: Asks what role miscue analysis might play and how it might be (re)defined, given a view of reading and writing as "complex human activities taking place in complex human relationships." Examines some of the original assumptions underlying miscue analysis, then redefines it by highlighting three aspects of reading and writing: intertextuality, reader stance, and reader identity. (SR)
AN: EJ558080
AU: Martens,-Prisca
TI: What Miscue Analysis Reveals about Word Recognition and Repeated Reading: A View through the "Miscue Window."
PY: 1997
SO: Language-Arts; v74 n8 p600-09 Dec 1997
NT: Theme: Anniversary of "Reading: A Psycholinguistic Guessing Game."
DE: *Miscue-Analysis; *Reading-Comprehension; *Reading-Instruction; *Reading-Processes; *Word-Recognition
DE: Primary-Education; Reading-Research
AB: Explains repeated readings and the procedures involved. Looks at the reading miscues of a seven-year-old child over successive readings of a text to learn what miscue analysis reveals about repeated readings, fluency, and the word recognition view of reading. (SR)
AN: EJ558079
AU: Goodman,-Ken
TI: Putting Theory and Research in the Context of History.
PY: 1997
SO: Language-Arts; v74 n8 p595-99 Dec 1997
NT: Theme: Anniversary of "Reading: A Psycholinguistic Guessing Game."
DE: *Literacy-; *Reading-Instruction; *Reading-Research; *Research-Utilization; *Theory-Practice-Relationship
DE: Educational-Trends; Elementary-Education; Miscue-Analysis; Whole-Language-Approach
AB: Reflects on the author's (an influential educator and researcher) lifetime of research and teaching, and on the influence of his research on literacy education at this moment in history. States that he believes his work has made a difference because it has struck a chord in the minds of teachers. (SR)
AN: EJ548787
AU: Goodman,-Yetta-M.
TI: Reading Diagnosis--Qualitative or Quantitative?
PY: 1997
SO: Reading-Teacher; v50 n7 p534-38 Apr 1997
NT: For the original 1972 article, see EJ 065 591.
DE: *Miscue-Analysis; *Reading-Instruction; *Reading-Processes; *Student-Evaluation
DE: Elementary-Secondary-Education; Higher-Education; Reading-Improvement; Reading-Research
AB: Presents a classic of reading research, originally published in this journal in October 1972: a study on miscue analysis and the importance of qualitative analysis of miscues. Shows how such qualitative analysis contributes substantially to thinking about the reading process, how a reader constructs meaning, and the assessment of a reader's strengths and limitations. (SR)
AN: EJ541006
AU: Gillam,-Ronald-B.; Carlile,-Rebekah-M.
TI: Oral Reading and Story Retelling of Students with Specific Language Impairment.
PY: 1997
SO: Language,-Speech,-and-Hearing-Services-in-Schools; v28 n1 p30-42 Jan 1997
DE: *Language-Impairments; *Miscue-Analysis; *Oral-Reading; *Reading-Ability; *Story-Telling; *Verbal-Communication
DE: Elementary-Education; Reading-Comprehension
AB: The oral reading ability and story retelling abilities of 12 students (ages 8-11) with specific language impairment (SLI) were compared to abilities of 12 students (ages 6-9) matched for single-word reading ability. Results found the children with SLI had a greater percentage of oral reading discrepancies between printed and read words. (Author/CR)
AN: EJ540473
AU: Wright,-Pat
TI: Miscue Analysis.
PY: 1996
SO: Basic-Skills; p5-7 Sum 1996
DE: *Adult-Students; *Miscue-Analysis; *Reading-Difficulties
DE: Decoding-Reading
AB: Miscue analysis helps reveal whether readers are relying on graphic or visual decoding techniques and are ignoring contextual cues. Diagnosis can aid in the selection of reading improvement strategies. (SK)
AN: EJ527350
AU: Goodman,-Yetta-M.
TI: Revaluing Readers While Readers Revalue Themselves: Retrospective Miscue Analysis.
PY: 1996
SO: Reading-Teacher; v49 n8 p600-09 May 1996
DE: *Miscue-Analysis; *Reading-Attitudes; *Reading-Instruction; *Reading-Processes
DE: Elementary-Education; Reading-Strategies; Self-Concept; Teaching-Methods
AB: Describes Retrospective Miscue Analysis (RMA), an instructional strategy that invites readers to reflect on their own reading process. Explains several variations on the RMA strategy. (SR)
AN: ED397388
AU: Watson,-Dorothy; Wilde,-Sandra, ed.
TI: Making a Difference: Selected Writings of Dorothy Watson.
PY: 1996
AV: Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($24.50).
PR: Document Not Available from EDRS.
DE: *Educational-Environment; *Language-Experience-Approach; *Miscue-Analysis; *Whole-Language-Approach
DE: Elementary-Education; Junior-High-Schools; Reader-Text-Relationship; Reading-Instruction; Teacher-Welfare; Theory-Practice-Relationship
AB: This anthology of 22 published articles and book chapters written by Dorothy Watson (the first president of the Whole Language Umbrella) were chosen for their historical importance, centrality to Watson's body of work, lack of availability, and/or their ongoing relevance to teachers. Items in the anthology are grouped to reflect major themes (miscue analysis, working with readers, curriculum models, whole language, and community), arranged roughly in the order of their emergence in Watson's writing; the items within each section are arranged chronologically. The anthology also provides brief introductions by Watson which place the items in the context of her thinking today. After an introduction ("Dorothy Watson: A Life of Teaching and Learning"), items in the anthology are: "Miscues We Have Known and Loved" (with John C. Stansell); "Watching and Listening to Children Read"; "Miscue Analysis for Teachers" (with Janice Henson); "What Exactly Do You Mean by the Term 'Kidwatching'"; "Helping the Reader: From Miscue Analysis to Strategy Lessons"; "Reader-Selected Miscues: Getting More from Sustained Silent Reading"; "In College and in Trouble--with Reading"; "Strategy Lessons" (with Paul Crowley); "Process Paradigm: Grades Six through Nine"; "Language Arts Basics: Advocacy versus Research" (with Peter Haselriis); "Bringing Together Reading and Writing"; "Readers and Texts in a Fifth-Grade Classroom" (with Suzanne C. Davis); "Alternative to Basals: Story and Inquiry"; "Whole Language Teachers and Reality" (with Paul Crowley); "Reflections on Whole Language: Past, Present, and Potential"; "Defining and Describing Whole Language"; "Whole Language: Why Bother?"; "Teacher Support Groups: Why and How" (with Margaret T. Stevenson); "Teacher Support Groups: Reaching Out, Bringing In"; "Community Meaning: Personal Knowing within a Social Place"; "Many Cultures, Many Voices"; and "Welcome to Our Wonderful School: Creating a Community of Learners." An afterword and a brief curriculum vitae are attached. (RS)
AN: ED395275
AU: Goodman,-Yetta-M.; Wilde,-Sandra, ed.
TI: Notes from a Kidwatcher: Selected Writings of Yetta M. Goodman.
PY: 1996
AV: Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($24).
PR: Document Not Available from EDRS.
DE: *Language-Arts; *Language-Experience-Approach; *Miscue-Analysis; *Student-Evaluation; *Whole-Language-Approach; *Writing-Processes
DE: Elementary-Education; Language-Acquisition; Reading-Comprehension; Reading-Strategies
AB: The 23 articles chosen for this anthology of Yetta M. Goodman's writings were chosen based on historical importance, centrality to her body of work, availability, and/or ongoing relevance to teachers. The articles in the anthology are grouped to reflect major themes (culture and community; miscue analysis, reading strategies, and comprehension; print awareness and the roots of literacy; the writing process; kidwatching; and whole language). Articles are presented chronologically within each section. The anthology begins with an interview with Yetta M. Goodman, who also provides brief introductions for each section and an afterword. Articles in the anthology are: (1) The Culturally Deprived Child: A Study in Stereotyping"; (2) "The Culture of the Culturally Deprived"; (3) "One among Many: A Multicultural, Multilingual Perspective"; (4) "Qualitative Reading Miscue Analysis for Teacher Training"; (5) "I Never Read Such a Long Story Before"; (6) "What Beginning English Teachers Need to Know about Reading: Mythologies and Reading"; (7) "Retellings of Literature and the Comprehension Process"; (8) "Retrospective Miscue Analysis: History, Procedures, and Prospects"; (9) "To Err is Human: Learning about Language Processes by Analyzing Miscues" (with Kenneth S. Goodman); (10) "The Roots of Literacy"; (11) "Beginning Reading Development: Strategies and Principles"; (12) "Early Literacy Development: A Sociotransactional View"; (13) "Spelling Ability of a Self-Taught Reader" (with Kenneth S. Goodman); (14) "Do We Really Need Those Oversized Pencils to Write With?" (with Richard E. Coles); (15) "The Writing Process"; (16) "Kidwatching: An Alternative to Testing"; (17) "Kidwatching: Observing Children in the Classroom"; (18) "Evaluation of Students: Evaluation of Teachers"; (19) "Respect for the Language Learner"; (20) "Exploring the Power of Written Language through Literature for Children and Adolescents"; (21) "Roots of the Whole Language Movement"; (22) "Vygotsky in a Whole Language Perspective" (with Kenneth S. Goodman); and (23) "Lucy Sprague Mitchell: A Woman's Language Story." A brief curriculum vitae of Yetta M. Goodman is attached. (RS)
AN: ED394127
AU: Chesnov,-Wendy-Beth
TI: The Relevance of Illustration in Basal Readers as It Relates to Contextual Meaning.
PY: 1996
NT: M.A. Project, Kean College of New Jersey.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED394127
DE: *Basal-Reading; *Context-Clues; *Grade-1; *Illustrations-; *Miscue-Analysis; *Textbooks-
DE: Comparative-Analysis; Picture-Books; Primary-Education; Reading-Materials; Textbook-Evaluation; Textbook-Research
AB: A study examined the hypothesis that illustrations found in first-grade basal texts do not always relate to context. Six texts were analyzed to determine the percentage of illustration miscues appearing in each story. The basal readers used were: "Story Clouds," Scott Foresman Reading: An American Tradition (1987); "Red Rock," Rand McNally Reading Program (1981); and "Moving On," American Book Company (1980). Literature-based texts used were: "Collections for Young Scholars" Vol. 1, Book 1, Open Court (1995); "A New Day," Silver Burdette & Ginn (1989); and "Here We Grow," McMillan/McGraw Hill School, Level 2, (1993). Each story was read and compared with every illustration in the selected basal readers to determine whether related or unrelated to context. Unrelated illustrations were recorded and analyzed to determine the types of miscues they gave the reader and the percentages of miscues per text. Results indicated that American Book Company (15.4%) and Silver Burdett & Ginn Company (10.1%) had the highest percentages of pictorial miscues. Rand McNally (9.3% was the third highest and the two readers with the fewest miscues were Open Court Company (4.3%) and McMillan/McGraw Hill School Company (2.3%). Results also indicated a correlation between the higher total number of pages in the basal and the higher percentage of miscues. Findings reveal miscues in all six basals. (Two tables of data are included; 20 references, a 15-page list of basals with noted miscues, and related research are appended.) (Author/CR)
 Bridging: A Teacher's Guide To Metaphorical Thinking |
Title: Retrospective miscue analysis : revaluing readers and reading / Yetta M. Goodman, Ann M. Marek, with contributions by Joel Brown ... References identified with an ED (ERIC document) number are cited in the ERIC database. Documents are available in ERIC microfiche collections at more than 825 locations worldwide.
Author: Goodman, Yetta M., 1931-
Year: 1996
Publisher: Katonah, N.Y. : Richard C. Owens
Title: Do errors on classroom reading tasks slow growth in reading? /
Author: R.C. Anderson
Year: 1987
Publisher: Champaign, Ill. : University of Illinois at Urbana-Champaign; Cambridge, Mass. : Bolt Beranek and Newman Inc., <1987>
Title: Reading miscue inventory : alternative procedures / Yetta M. Goodman, Dorothy J. Watson, Carolyn L. Burke.
Author: Goodman, Yetta M., 1931-
Year: 1987
Publisher: New York : R.C. Owen Publishers
Title: Text features as they relate to miscues : determiners / Kenneth S. Goodman.
Author: Goodman, Kenneth S.
Year: 1983
Publisher: Tuscon, Ariz. : University of Arizona
Title: Findings of research in miscue analysis : classroom implications
Editers: P. David Allen and Dorothy J. Watson
Year: 1976
Publisher: Urbana, Ill. : National Council of Teachers of English
Title: Miscue analysis; applications to reading instruction
Editor: Kenneth S. Goodman
Year: 1973
Publisher: Urbana, Ill., ERIC Clearinghouse on Reading and Communication Skills
Title: Reading miscue inventory manual; procedure for diagnosis and evaluation/
Author: Goodman, Yetta M.
Year: 1972
Publisher: New York: Macmillan Pub. Co.; London: Collier Macmillan Publishers
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