Retrospective Miscue Analysis (RMA) has proved to be a useful instructional tool in language arts classrooms and for English learners from various cultures. However, it has not been used with native Mandarin-speaking English learners. This qualitative case study explored the reading process of two adult Mandarin-speaking ELs through RMA. They read…

Through the presentation of two bilingual reader profiles, this article will illustrate how miscue analysis can act as a culturally relevant assessment tool as it allows for the study of reading across different spoken and written languages. The research presented in this article integrates a socio-psycholinguistic perspective to reading and a…

This article reports on a study that explored the relationship between reading proficiency and cultural relevance of text for third-grade English Language Learners (ELLs). The author presents the Cultural Relevance Rubric that helps define and determine cultural relevance of texts. Participants used the rubric to rate the cultural relevance of two…

This study examined the effects of repeated reading using above grade level narrative passages on: (a) reading rate as measured in words per minute (wpm) and (b) reading miscues. A single group, pretest-posttest design was used to measure the treatment effects. The study group consisted of 11, sixth grade African-American students with learning…

Concludes that a higher incidence of oral reading errors is associated with close proximity to unknown words. (RB)

Discusses the Miscue Reading Inventory and offers an alternative system that keeps its strengths and completeness while eliminating most of its weak points. (FL)

This study investigates the manner in which retrospective miscue analysis involves metacognition by analyzing the discourse of weekly retrospective miscue analysis (RMA) sessions conducted with a fourth grade reader over five months. A preliminary structural discourse analysis of the sessions reveals several procedural and format features of the…

When using an informal reading inventory, the teacher needs to keep in mind that the quality of a reader's miscues is more important than the quantity, and that apparent problems in word recognition may often be the difference between of a good use of context or a failure to make good use of context. (HOD)

Describes the usefulness of a cloze test given after an initial oral reading of the same passage. (MKM)

Examines miscue analysis as a valuable tool for documenting what students already do well, so that instruction can build on areas of strength. (RAE)

Emphasizes the importance of looking at the quality of a reader's miscues, rather than the quantity; presents an approach to analyzing a reader's miscues and determining what kinds of instructional approaches might be appropriate for that reader. (MAI)

Studied teachers' responses to syntactically and semantically acceptable miscues, to dialect different miscues, and to graphic and sound similar miscues. Teachers objected most strongly to miscues related to dialect. (MKM)

Cautions that weighting errors on an oral reading test in line with miscue analysis procedures can lead to inappropriate independent reading level placement. (MKM)