#kidwatching

[lauraebdean]

"Miscue analysis teaches us new things about the reading process and about readers (Kidwatching chapter 6 pg. 73)."

This chapter of kidwatching reminded me of an article we read for 342 by Tim O'keefe about kidwatching and specifically about how he listens to each child reading in his class and takes notes on miscues. His system involves writing down codes in much the same way as described by the kidwatching chapter. An example is if there is a miscue that is self corrected he would put SC for self corrected. This in depth analysis of miscues allows the teacher to understand the current reading abilities of each student and enables them to provide individualized support to foster this growth. On a larger level, it allows the teacher to understand patterns within the classroom that may indicate that there needs to be further instruction on one aspect of reading or a strategy that a large group in the class is struggling with. Kidwatching is all about providing a basis upon which teachers can understand their students' development and provide the best practices for each child on an individual level.

[laurenhayman345]

Miscue Analysis

"However, after a half century of miscue analysis research and practice, there is no doubt that ALL readers make miscues and that reading development CANNOT occur without them." -Owocki & Goodman, pgs. 62-63

---I do not think I had been aware there was a specific name for a miscue before reading this chapter. It is interesting that miscues will often occur as a result of a child's knowledge about language. This made me feel as though there are things I will be doing as a future teacher that I have not even thought about yet. 

"Kidwatching teachers use miscue analysis to help them understand how young readers are making sense and to observe them in the process of constructing meaning." -Owocki & Goodman, pg. 63

---Analyzing children through their miscues seems like it would be slightly difficult, but I am unsure of exactly how it would be done still. I feel that it would be a great way to analyze language of children especially at an early age. 

[bentlymarie]

Cumulative Folders

Cumulative folders provide a place for the teacher to keep a record of the child's literacy learning history, and ti is passed along with the student during his or her school career. The folder includes

profile sheets that show in-depth analysis of the child's reading and writing miscues

anecdotal records and informal notes

lists of books and other materials to document the child's silent reading

retellings, responses, and other presentations (drawn and written)

reading interviews

interest inventories

test score data

beginning/mid/end-of-year self-evaluations

the child's reading and writing goals

the parents' goals

[bentlymarie]

One of the most powerful results of miscue analysis is learning how to listen to children read by staying on the sidelines rather than immediately giving them words or telling them what to do when they get stuck

Owocki & Goodman, Kidwatching p. 68

So. Hard. To. Do. But I understand how you would get the best results but doing this.

[bentlymarie]

We have mistakingly believed that if teachers do not correct, errors will be reinforced and students will continue to make them forever. Careful miscue analysis, however, shows that we should trust children's learning process: miscues change over time even within the sane story, and they reveal readers' abilities to learn from the text as they read.

Owocki & Goodman, Kidwatching p. 63

It is hard for me to not correct children when they read sometimes but I try to hold off most of the time because I know that it is better to see if they can correct themselves before I do. 

[littlemscatie-blog]

"By talking about their own reading with other children and the teacher, children become consciously aware of the good strategies they are using and of the strategies they are using that may interfere with building comprehension"- Owocki & Goodman pg 73

I think it is important to let children explore their abilities and gain awareness of the reading strategies they are using. From observation and readings I have found that children learn through the world around them. That is why I think this method of allowing children to talk to others about reading to gain knowledge of their own reading strategies is a strong idea. Children are constantly talking to others about what they are learning and doing. This just opens up the opportunity for them to make observations about themselves through talking with peers.

[littlemscatie-blog]

"We have discovered that the more we support readers by encouraging them to rely on their own reading strategies, the more they develop their abilities to rely on their own resources"- Owocki & Goodman pg 65

[alh345]

Formal and Informal Miscue Analysis

Formal Miscue Analysis: Involves audio or videotaping a child's oral reading of a complete story followed by a retelling of the story (Goodman, pg. 68). The teacher will need-

a complete story or article for the reader.

a summary or outline of the story or article for the retelling.  

typescript of the story double spaced

tape recorder and blank tape

While the student reads the teacher will mark the student's miscues on the the typescript. When substituting write over the the world that they substituted for. Circle omissions and use a caret where a child has inserted a word. It is also important to mark repeated lines and whether the child corrects his or herself. 

Specific materials used should be reading material  that is new to the reader, but the language and content should be familiar. The reading materials should be in a range of different genres. But other material will depend on the student's needs in your classroom. 

Looking for quality of miscues not quantity 

Informal Miscue Analysis: This can occur any time that a teacher listens to a child read. The teacher will make a note of the miscues that the student makes no matter the reading setting. 

Look for in Formal and Informal...

Does the sentence the reader produces make sense in the story?

Does the sentence the reader produces in the end sound like language?

Do the miscues in the sentence change the meaning of the story?

Does the miscue need to be corrected?

A retelling is always needed in miscue analysis, ask the student what the remember about the story, ask them to expand upon certain topics. Use the child's language when referring back the the story.