Week 10
Week 10 assignments:
Assignments #1, #2, and #3
Modified Miscue Analysis
Assignments: Duration 2 weeks
Assignment #1: 0 points--Read the brief overview below.
Brief Overview of a Modified Miscue Analysis:
A reader uses his/her own background information and information gained from the printed page to comprehend printed text. The sources of this information from the printed page are the linguistic cueing systems. The "miscue analysis" philosophy is that when the reader deviates from the print he "miscues"--he uses a cueing system(s) incorrectly or he fails to use the appropriate cueing system(s).
One very effective way for a teacher to help a reader gain literacy skills is to analyze the reader's miscues. The teacher looks at each deviation from print (each miscue) and asks, "What caused the reader to make this miscue?" Each miscue is examined in terms of which cueing system (syntactic, semantic, and/or graphophonic) was used or not used in making the miscue. This is called modified miscue analysis.
Identifying which cueing systems were used, ignored, or misused, results in information the teacher can use in planning and developing instruction that will help the student gain literacy skills. The teacher can use the miscue analysis information to plan instruction which will help the student.
Assignment #2 - 0 points possible (Four
reading assignments)
a. Read the two PowerPoint
Presentations titled Miscues and Using Modified Miscue Analysis Results.
In the Glossary, study the information under the topics "Modified Miscue
Analysis" and "Retelling to
Check Comprehension."
b. E-mail your instructor when you have completed reading the brief overview and the Power Point presentations titled "Miscues" and "Using Modified Miscue Analysis Results" and the Glossary entry "Retelling to Check Comprehension."
Post any questions you have related to these topics on the Forum.
Assignment #3 - 60 points possible
a. Complete "Test #2
Modified Miscue Analysis" below.
b. E-mail the completed test to
your instructor.
Test #2: Modified Miscue Analysis - 60 points possible
Read and study the oral miscues marked
in Example #1.
Analyze the oral miscues on the Miscue Analysis worksheet.
Then answer the 10 questions about the miscues in Example #1:
Example #1 Passage with miscues marked for use with items #1 - #10:
front
mailman dad
Kay was waiting by the ^ door for the
postman. Her father had promised to write
her a letter. He told Kay the letter would have a blue stamp on it. Kay saw the
mailman
road
house
postman walking up the street
toward her home. The man was carrying a big
bag. The man reached into his bag and gave Kay some letters. One of the letters
dad
dad
had Kay's name on it. The letter was
from her father. In the letter Father told
Kay he was coming home soon.
1. The miscues indicate a strong
use of the syntactic cueing system. True/False
2. Miscues indicate a strong use of the semantic cueing system.
True/False
3. Generally the miscue summary indicates (A) a very high use of
graphophonics or (B) some or no use of graphophonics (letter/sound knowledge)
4. This student:
(A) needs extensive work in beginning graphophonics
(B) needs extensive work in middle graphophonics
(C) needs extensive work in ending graphophonics
(D) probably doesn't need work with graphophonics
5. The student needs work with
using the syntactic cueing system. True/False
6. The student needs work with using the semantic cueing system.
True/False
7. It is very possible the miscues were made because of a
metacognitive problem. These miscues probably were made because the
student has "learned helplessness." True/False
8. It should cause concern to the teacher that this student has not made
any self corrections. True/False
9. This student has a serious reading problem.
10. This student's comprehension as measured by unaided and aided retelling
would probably be very good. True/False
Example #2: Passage with miscues marked for use with items #11 - 20:
A
A
DK
The first aircraft that man invented was the
balloon. The first balloon was sent
A
A
into the air by experimenters in France in 1783. It
was a large bag made of paper
DK
A
and went about 6,000 feet into the air. Today some
balloons carry engines that
A
DK
turn a propeller, which drives them through the air.
This type of balloon can be
A
DK
driven by a pilot and is called a dirigible or an
airship.
11. Miscues indicate a strong use of the syntactic
cueing system. True/False
12. Miscues indicate a strong use of the semantic cueing system.
True/False
13. Miscues indicate: (A) a high use of graphophonics.
(B) some use of graphophonics. or (C) no use of graphophonics.
14. This student's oral miscues indicate he: (
A) may need extensive work in beginning graphophonics
(B) may need extensive work in middle graphophonics
(C) may need extensive work in ending graphophonics
(D) may not need work with graphophonics
(E) You can't tell from the analysis of miscues in this example.
15. The student may need work with using the syntactic cueing
system. (True/False)
16. The student may need work with using the semantic cueing system.
(True/False)
17. It is possible the miscues were made because of a metacognitive
problem. These miscues could be cause if the student has "learned
helplessness." (True/False)
18. It is also possible that the student does not know how to use all of
the cueing systems. (True/False)
19. This student may have a serious reading problem. (True/False)
20. This student's comprehension as measured by unaided and aided
retelling, would probably be very good. (True/False)
Example #3: Passage with miscues marked for use with items #21 - #30:
clis
fare
stuction
faremin
Ann's class went to visit a fire station. One of the firemen was at
the door. He
clis
fare trick
said he was happy to see the
class. He showed the class a big fire truck. The
trick
lidder
faremin
truck had a long ladder on
it. The fireman let them see many things. Then the
clis
tieder
class went back to school.
They were very happy. They told their teacher they
wanted to go again.
21. Miscues
indicate a strong use of the syntactic cueing system. True/False
22. Miscues indicate a strong use of the semantic cueing system.
True/False
23. Miscues indicate: (A) a high use of graphophonics.
(B) some use of graphophonics. or (C) no use of graphophonics.
24. This student's oral miscues indicate she::
(A) may need extensive work in beginning graphophonics
(B) may need extensive work in middle graphophonics
(C) may need extensive work in ending graphophonics
(D) may not need work with graphophonics
24. The student needs work with using the syntactic cueing system.
(True/False)
25. The student needs work with using the semantic cueing system.
(True/False)
26. It is possible the miscues were made because of a metacognitive
problem. These miscues could be cause if the student has "learned
helplessness." (True/False)
27. This student may have a serious reading problem. (True/False)
28. This student's comprehension as measured by unaided and aided
retelling, would probably be very good. (True/False)
29. The teacher should be concerned that this student did not try to self
correct miscues. (True/False)
30. The teacher's next step should be to try to figure out if this student
is able to name the letters which are vowels and then to see if the student
knows the sounds of short and long vowels. (True/False)
Submit your answers to the 30 items on Test #2 above.
Week 11
Week 11 assignment: Modified Miscue Analysis - Assignment #4
Assignment #4 - 27
points possible (See the rubric below.)
a. When given permission, give a
Modified Miscue Analysis to a student in the field. Then analyze the
miscues.
b. Write a Modified Miscue Analysis report related to this.
c. Mail or turn in all materials.
Turn in the following:
the text read by the student where you marked oral miscues;
the worksheet where you analyzed the oral miscues; and,
the completed Miscue Analysis Report.
The following rubric will be used to evaluate the Modified Miscue Analysis assignment:
0 points 1 point 2 points 3 points
Oral miscues were
coded Text with
coded xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Text with coded
on a copy of the text read
miscues was not xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
miscues was
by the
student.
turned
in
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
turned in
Miscues were
analyzed 4+
errors
3
errors
2
errors
0 errors or 1 error
correctly on the
miscue
or
analysis
worksheet.
Worksheet was
not turned in.
Miscue analysis report:
Accuracy of the
statement evaluating . . .
Syntactic cueing system Statement
not
Inaccurate
Somewhat
Accurate
written
accurate
Semantic cueing
system Statement
not
Inaccurate
Somewhat
Accurate
written
accurate
Graphophonic
cueing
Statement
not
Inaccurate
Somewhat
Accurate
system:
generalization
written
accurate
Graphophonic
cueing
Statement
not
Inaccurate
Somewhat
Accurate
system:
specifics
written
accurate
Comprehension:
Statement
not
Inaccurate
Somewhat
Accurate
unaided
written
accurate
Comprehension:
Statement
not
Inaccurate
Somewhat
Accurate
aided
written
accurate
Next Step(s)
Statement
not
Inaccurate
Somewhat
Accurate
written
accurate