Miscue Analysis
LRC 537 Classroom Literacy Assessment and Instruction By: María V AcevedoJunkoSabina L. Vaswani Cheehye Lee
History and background
Kenn Goodman
Grew up in Detroit -- car factories + BA
Finished BA degree in Economics in UCLA
Teaching from 1949 in California
Left teaching for several years -- working as a social working group worker : met Yetta Goodman
(Both counselors in Jewish Center day camp
in a ghetto on the east side of Los Angeles)
Kenn Goodman
Doctoral graduate in UCLAStudy of traits teachers value in pupils -->conflicts going on the National Council of Teachers of English, over grammar that
turned into deep split over the nature of language and how it
should be studied

Readings have not been treated as language in the most of the
research
Possibilities for understanding how readers made sense of written language through applying the tools and and concepts of descriptive linguistics
1962 back to Detroit : Wayne State University Study : word lists vs. story context







Miscue Analysis
(even the most advanced made errors)
Miscue: When the oral response does not match the expected
response, changes were not random but showed use of language knowledge

Noam Chomsky's characterization of meaning --> Readers actively but tentatively constructing meaning, making prediction, and inferences that were used in sampling the text to get to the meaning



Reading=Psycholinguistic guessing game:
using minimal cues to get to the meaning and proficiency was making sense of the text

Yetta Goodman, Carolyn Burke, and Dorothy Watson developed
the Reading Miscue Inventory to make miscue analysis available
to teachers
The Reading Process
The reader constructs his/her own
text, parallel to the published text, while transacting with itThe reader's text is located only in
the reader's headThe reading process focuses on this personally constructed reader textBoth structure and meaning are
constructed by the readerReader's strive to understand what
the author is trying to say, but the meaning they build is their own


Proficient Reading
Reading: A Psycholinguistic guessing game.
...is both effective and efficientEffective-the reader is able to make
sense of the textEfficient- It is accomplished with the
least amount of time, effort and energyAn efficient reader uses only enough
information from the published text to be effectiveNo matter how efficient, a reader's
comprehension is always dependent on what he/she brings to the reading
(knowledge, experience, and values).
The Cyclical Process-Four Cycles
VisualFocus and FixationDistinctive FeaturesPerceptual
"what we perceive is based on what we see, but what we see is also based on what we perceive".