Educational Miscue Analysis

[Name of the Author]

[Name of the Institute]Education Miscue Analysis

Introduction

Miscue analysis created a new lens for viewing reader errors by eschewing the correct-incorrect paradigm (Goodman, Watson, & Burke, 1987). Such a stance was revolutionary because it opened the possibility for analysis of unexpected responses. That is, once miscues were considered to be instances of reading, rather than instances of error, they became available for examination as part of the reading process. Miscue analysis assumed that readers' unexpected responses to a graphic display are not random, but, instead, are the product of the same kind of meaning-making strategies readers use when they produce more conventional (expected) responses. Traditional miscue analysis procedures focus on examination of unexpected responses in oral readings; the ways that readers' oral renditions diverge from printed texts and the ways that readers' interpretations of orally rendered texts diverge from testers' interpretations. More recently, both researchers and teachers have engaged in retrospective miscue analysis (Goodman et al. 1987), asking readers to comment on the miscues they made. Such a procedure provides additional insight into how readers process text and what knowledge and strategies readers bring to the tasks of rendition and interpretation. It also provides a check on the testers' analysis of the significance and meaning of particular miscues.

Although miscue analysis involved a major shift in thinking about reading, and retrospective miscue analysis increases the readers' participation in generating insight about what is happening during the reading of a text, as currently defined, miscue analysis is part of a technological view of reading that defines reading as consisting of a set of cognitive and linguistic processes that readers use to interpret texts. That is, the function of miscue analysis is to provide a teacher (or researcher) with insights into how a student is reading so that the teacher can help the student develop more effective cognitive and linguistic strategies for dealing with texts. Also inherent in the way that miscue analysis is currently defined is a visualization of reading as involving a single reader and a single text. This visualization of reading is held even if the reader is in a group (for example, a student in a reading group). The people around the reader and what they are doing may be ignored, defined as interfering factors (e.g., distracting the reader from attending to the text), or labelled as part of the social context of reading (which is not the same as viewing reading as a social process or as social practices; see Bloome, 1987, 1991, for a discussion of these distinctions).

In this paper we will be discussing about how a child begins with his early reading and the significant part the teacher plays to motivate him. A teacher is the main person who helps the students to improve their mistakes. She highlights them, guides them over their weaknesses, n motivate them to reduce the tendencies. Therefore, the part of the teacher is really of great importance. She must be self patient and friendly to deal with the students, understand their problems and solves them. The youth are the ...