Amanda Favia March 28, 2013 ELD 307 Miscue Analysis Miscue Analysis The purpose of this miscue

analysis it to see a particular students reading engagement, oral reading fluency, and comprehension. At the end of this assessment, the teacher will be able to see what reading level this child should be at. The teacher can tell whether the student needs to be at a higher or lower reading level by looking at the result to this assessment. Teachers should do a miscue analysis on each student a few times a year to check their reading progression. The assessments should be done in a quiet area of a classroom this way it allows the student to concentrate on the reading. My cooperating teacher gave me both a DRA and a running record to observe two different students. In both the DRA and running record it came with questions to ask the student after they were done reading the book and they both also came with the words from the specific book the student was reading. A few things that are different about the DRA is that it has questions to ask the students before the child starts reading relating to the childs reading engagement. The DRA is also timed compared to the running record which is not timed. I personally feel that the DRA has more questions to ask the students and has a specific rubric that shows where the child is in reading. The rubric is broken up into four categories; intervention, instructional, independent, and advanced.

The two students I observed were named Jeff and Nirbaan who are both in Mrs. Shwoms first grade gifted and talented class. Nirbaan was given the DRA and instructed to read Green Freddie. Jeff was given the running record and instructed to read The Best Cat. The first student I assessed was Jeff. Jeff did a really great job on this assessment. Jeff is very fluent with his reading and did not have many mistakes. Jeff made five mistakes out of one hundred and sixty one words; therefore he had a 98% level of accuracy. At the beginning of the story he asked me what the characters name was. The characters name was Spencer, therefore I could see how that could be a challenging name to pronounce. The other word Jeff asked me about was paw, this may be a simple word to a student who reads about animals but if a student does not read about animals he/she may not know the word. The next few mistakes Jeff made were because he missed a letter in the word. The two words he did this for was many and your. For the word many, Jeff said the word may. For the word your, Jeff said the word you, this mistake happened twice during the book. The first thing I noticed about Jeff is that he needs to read more carefully. If Jeff read more carefully he would have been at a higher level percentage of accuracy. This may be because he does not like reading out loud or he is just eager to get through the book. Another thing I found is that Jeff needs to work on his comprehension and higher level thinking. When asking Jeff questions about his comprehension of the book he scored average which was good, but he could improve. He was very general when answering questions about the book. The same problem occurred when I asked Jeff questions about higher order thinking, he was very general. For example, when I asked Jeff how Spencer felt at the end he just said happy. Most of Jeffs answers were only a few words.

If I were to instruct Jeff after doing this assessment, I would teach him that reading is not a race. I would explain how important it is to read each word carefully because as your vocabulary builds, there are going to be words that look similar but do not have the same meaning. I would also teach Jeff how to elaborate more on his answers when being questioned, one thing I could try in the future if assessing Jeff again would be to write down the questions on a piece of paper and have him answer the questions on a piece of paper. Maybe Jeff does not like to verbally explain himself and would prefer to write his answers. This might be able to clarify Jeffs comprehension as well as his higher order thinking because he was correct with many questions he answered, it was just very short. The second student I assessed was Nirbaan. Nirbaan also did a really great job on the assessment. Nirbaan was very fluent with his reading and has great comprehension skills. Nirbaan did not make any mistakes and read the story in a minute and twenty nine seconds which means he reads ninety six or more words per minute. Nirbaan really understood this story and what the purpose of it was. He answered every question in full detail and even wanted to refer back to the book for more detail. This shows that he is very engaged and enjoys reading. Something I think is very important is that he got the bigger picture out of the story which shows that he really understood and decoded the story well. If I were to instruct Nirbaan after doing this assessment I would teach him to look for punctuation. I found that Nirbaan did not pause for periods or punctuation. I would also teach Nirbaan to read with expression, he read the story in one tone for the entire book. I would have Nirbaan come up with more ideas about what would happen after the story because he only stated two different ideas. I would also have Nirbaan go to the next reading level while teaching him these things because he is so advanced in reading and comprehension.