Angela Haberberger

Dec. 12, 2011

Part I: Profile Paper
Description of Reader
Chloee is a second grade student. She was a Kindergarten student of mine during my
first year of teaching. She is an older sister to her baby brother and her family has two dogs.
She loves animals as well as reading stories about and/or including them. She said she
sometimes loves reading even more than watching TV. She said that she likes school, and her
teacher described her as a sweet girl, a wonderful student, and a fast learner.
Information from Reading Miscue Inventory:
In my preliminary meetings with Chloee, I conducted the Reading Attitude Survey, the
Reading Self-Evaluation, and the Burke Reading Interview. I learned from Chloees responses
that she does enjoy reading at school and at home. Sometimes she wants to read simply because,
it gives me something to do, she said. She especially likes chapter books.
Chloee mentioned several reading strategies during the Burke. When she encounters an
unknown word she said she sometimes skips it and reads on, then asks someone if she still does
not know it. She also stated that she sometimes stops and tries to figure the words out, or asks
the teacher or a friend. She did say that her friend Margaret is a good reader because shes fast
and good and understands all of the words. Initially, this concerned me because I thought she
may be more worried about reading fast than making sense of her reading. But then later she
contradicted this because she said something she would like to do better as a reader is pay more
attention to the periods and pausing.
I was eager to listen to Chloee read to see her growth as a reader since Kindergarten. As
she read, I noticed that she has a clear understanding of sentence structure because even when
she miscues, she uses nouns, verbs, adjectives, prepositions, etc., appropriately in almost every
single sentence (she did omit to on p.4). Her reading was pretty fluid, and she had wonderful
expression and intonation in her voicemostly attending to punctuation. She frequently used
repetitions when she anticipated or needed to think about a word she was unsure of. After
marking Chloees miscues, I found that the majority were high-quality miscues that did not
change the meaning of the sentence or story. And most miscues she caught and self-corrected or
at least attempted to correct. She made several meaningful substitutions. She did insert some
nonsense words, but it seemed she was trying to sound them out, so they were graphically
similar to the expected response. For example, wohggled for waggled, and cheped for
cheeped. Therefore, it seemed that she was relying more on syntactic features rather than
semantics. During the retelling portion, Chloee does seem to summarize and capture the gist of
the story. She did leave out some details in the events and pertaining to the characters.
Information from Retrospective Miscue Analysis
Before the RMA, I preselected several miscues that were high-quality for Chloee to listen
to and for us to discuss as well as a couple of low-quality miscues. Before listening to her
recording, we discussed briefly what miscues are and how everyone, even adults, make them
because she had never heard the term before. Chloee seemed slightly uncomfortable listening to
herself on tape, but she was listening very intently so she could participate in thinking about her

reading. Each time we stopped at a miscue, Chloee was able to give me a reason for what she
thought her brain was doing. For example, when we stopped at mernel for kernel on p. 12,
she said that she first said it wrong then went back and corrected and she realized she had done
the same thing when we stopped at three for there on p. 14. Then when we stopped to
discuss kidnapped for chicknapped, she quickly read the expected response. When we went
back and stopped on p. 4, we came to find out that Chloee had heard the word choir before, but
there were no context clues or picture cues to help her figure that word out. In addition, the
graphics do not make complete sense since the ch in the word choir does not follow the
normal ch sound rule. Finally when we stopped at fuzz for fuss on p. 22 (this is missing
from the recording), Chloee reread the sentence and said, You cant hear fuzzso that cant be
right! Although Chloee had never experienced RMA before or even heard the term miscue, she
seemed to be catching on quickly to the purpose of our discussion. She was thinking about her
reading and her miscues, telling me what she thought her brain might have been doing, and
making new sense of the story.