Analyzing Reading Samples

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Analyzing Reading Samples

• Miscue Analysis
• And
• Using Respond-Aloud Protocols
• Myrna Hynes
• MELS Reading Workshops
• Autumn/Winter 2008-09

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Observing Reading as a Language Process Involves

• Viewing reading as making meaning, interpreting
  texts
• Rejecting view of reading as a set of separate
  skills/activities
• Reversing the deficit view of errors
• Recognizing reasons for miscues (errors)
• Recognizing strategies and knowledge reader is
  using and needs to use
• Distinguishing oral fluency from comprehension

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Handouts

• Article - What Miscue Analysis Reveals about Word
  Recognition and Repeated Readings A View Through
  the Miscue Window
• Slide Show notes
• Keeping/Interpreting Running Records
• Miscue Analysis Made Easy, by Sandra Wilde,
  Chapters 9 and 10
• Taped Reading Sample 1, Oops! By Fran Hounia
• Jeffs Respond-Aloud Protocol (excerpt from
  Chapter 1 of The River by Gary Paulson)

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Miscue Analysis Keeping Running Records

• Reader may choose own text
• Not necessary to use leveled texts
• Use a variety of texts and genres
• Tape reading samples at regular intervals for
  integrated language arts profile
• Include a retell of the reading of the text
• Teacher interprets the record after the reading
• Teacher and student may listen to the tape(s) and
  analyze them together (retrospective miscue
  analysis)

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Creating the Running Record

• Record all deviations from the written text
• Note behaviour, attitude, comfort-level of reader
• Note changes in readers tone of voice
• Note fluency of reading

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Words read correctly check mark ( ) Words
omitted horizontal dash ( ---- )
(After reading, write in word.) Words
substituted nice Write in words.
good Words inserted Write the word.
up Self-correction Write the word(s) and
SC Repetitions R and/or R2 and/or R3
Problem-solving Record
attempts, e.g. f / fire / far fair Attempt att
empt text word Teacher prompt prompt
T text word Appeal for help attempt -
APP text word
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• Words inserted -- requires interpretation, e.g.
  reader is using idiom, book language, or
  language that sounds right.
• Self-correction -- indicates increasing autonomy
  of reader, cross-checking of different cues
• Repetitions -- many reasons, e.g. checking
  uncertainty in meaning-making process savouring
  the language of the text rereading to improve
  fluency and flow
• Problem-solving -- challenging miscue to record,
  analyze provides key insights into
  meaning-making processes can record as
  self-corrections.

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Decide Why Miscues Were Made

• Words read correctly -- check marks arranged like
  words on the page
• Words omitted -- write after the reading so as
  not to miss other details of the reading.
• Words substituted -- meaning-based substitution
  indicates reader is making good sense of the
  text phonics-based substitution indicates reader
  is decoding

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Feedback on Miscues

• Self-monitoring of own meaning-making
• Identifying words(s), sentence(s) do not make
  sense?
• Slowing down, sub-vocalizing
• Taking guesses, risks
• Semantic Prompts
• Prediction and confirmation/non-confirmation
• Context cues, e.g. subject of text,
• Rereading or reading on
• Skimming or scanning text
• Making inferences

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• Pragmatic Prompts
• Use text structures and features, e.g. images,
  titles, headings, genre elements and content
• Compare this genre to other texts of same genre
• Syntactic Prompts
• Use language structures, e.g. paragraphs,
  punctuation
• Graphophonic Prompts
• Sound it out combined with meaning, e.g.
  substitution of synonym

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Taped Reading Sample 1, Oops! By Fran
Hounia Please follow with transcript.
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Please contribute your ideas on this grid. Dont
be shy!
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Please contribute your ideas on this grid. Dont
be shy!
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(No Transcript)
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What Meaning is the Reader Making? Using Respond
Aloud Protocols

• Sample in one-to-one situation
• Provide privacy, quiet for reader to read aloud
• Use text(s) reader has not seen before, but would
  select him/herself
• Stop reader at regular appropriate intervals
• Give neutral prompts, e.g. what is happening in
  text, what images are going through your mind?
• Tape readings to analyze later

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Analyzing the Respond Aloud Protocol

• What did you notice most about the reading?
  (overall characteristics/ impact?)
• Did anything surprise you?
• How fluent was the reading?
• Was the readers global interpretation consistent
  with the text?
• Were there parts/details of his/her
  interpretation that did not make sense?
• Can the reader explain his/her interpretation
  logically?

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Jeffs Respond-Aloud Protocol (excerpt from
Chapter 1 of The River by Gary
Paulson) Please follow with transcript.
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Please contribute your ideas on this grid. Dont
be shy!
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Developing Awareness of Own Reading
ProcessesQuestions Readers May Ask Themselves
While Reading

• What am I looking for in this text, e.g. pleasure
  or information?
• Were my expectations/ predictions met by this
  text?
• What ideas/events/people in the text are creating
  the strongest images/impressions in my mind?
• What makes me like or dislike this text?
• What other texts does this one remind me of?
• What do I notice about how the text is written?
• What gaps are there in this text and what
  questions do I have?
• What features of the text are helping me to read,
  e.g. title, headings, contents page, index,
  pictures, graphs, other illustrations?
• Did I find out out who, what, where, when, why
  in this text?
• Have I confirmed or changed my ideas about this
  topic because of this text?
• What words do I not understand?

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(No Transcript)