Miscue+Analysis

The purpose of this assessment was to examine student ’ s unexpected responses to written text. As teachers, it is important to give a Miscue analysis to gain a better understanding of what our students know about language. During this assessment teachers should focus on the content they are reading, and the problem solving strategies for predicting/ comprehension. "Readers engage in making sense of what they are reading, intelligently selecting cues from the text based on their background knowledge and understandings." Teachers use miscue analysis to help understand how each student are making sense and to observe them and support children's growth as young readers.
 * Purpose of this assessment**

In Ms. Kamm's Kindergarten classroom, I conducted three assessments with two female students, and one male student. The students being observed began their assessment by reading the story, as the teacher began to annotate their thought process while reading. These multiple assessments gave me a deeper incite on the reading level of students in the Kindergarten classroom. Each assessment was given on different days and times but also in different environments. The first two students that I gave the assessment to performed very well because they both read the book before. As a teacher, I chose to assess a student on a book that they never read before. During this assessment, the student being observed went outside in the hallway with Ms. Occhiogrosso and I to read the story to us.
 * Introduction to child and setting**

The method used to conduct this Miscue Analysis was the format for South Brunswick School district. To notate miscues, I used abbreviations to remind myself what each student needs further assistance with. From it, the assessor is able to identify accurate reading, self-corrections, omissions, insertions, and word substitutions. After miscues were noted from a text the child was reading, the miscues were evaluated and documented on a typed copy of the 60-word passage. The student was not given the option to choose a book but some were given familiar books. During the assessment, Aiden and I, sat side by side, and I introduced the text to him. I asked if he could read to me, and he reluctantly started reading the text, while I began to notate this thinking.
 * Methodology**

After analyzing Aidan's running record for __In My Bed__ of miscues, it was concluded overall that on average out of 60 words he read 88% of them correct. While his fluency was proficient in this particular text, his comprehension of it was less than satisfactory. As the teacher, I prompted the student to give a brief summary but he could not recall the essential part of the story, however he was able to include the main characters of the story. Since this story was never exposed to the student he was having trouble with the repetition of words on each page. However, as the student progressed throughout the book he noticed the repetition of words and his fluency improved greatly. The three assessments conducted helped me understand student ’ s knowledge of the text. When a student has prior knowledge of the text then they were aware of the repetition, however when they read a new text they are unaware of the words and make several miscues.
 * Description of Findings**

Overall, Aidan has a good understanding of parts of a sentence and was able to use the picture to understand the written text, however he has trouble with contractions and the repetition of words. Also, note that he used the first letter of a word and generalizes the word with another word that looks similar. My suggestion for this reading assessment would be to teach the student strategies during guided reading to better understand the written language. It is evident that the student needs further assistance with words on each page. I would individually work with this student, chunking each word to confirm that he understands the sounds that make up each word.
 * How to use these findings**