Adapted miscue analysis

Abstract

Some teachers are reluctant to use miscue analysis because they perceive it to be too involved for classroom use or because they experience interference from their previous use of the informal reading inventory. Such teachers will find that a brief explanation of the psycholinguistic aspects of reading and the protocols of Adapted Miscue Analysis will fulfill their needs. It will combine the notational and some of the scoring practices of the informal reading inventory with an analysis of the reader's psycholinguistic strategies and an assessment of comprehension within the reader's own cognitive framework. Adapted Miscue Analysis allows teachers to use as many of the procedures as they require or feel to be appropriate, combining informal observations with systematically collected data.