Miscue analysis procedures are becoming increasingly popular for both research and evaluation purposes. Although there are no normative data available to guide the interpretation of a reader's oral reading miscues, there are a number of studies which may be used for this purpose. However the evidence also suggests that miscue patterns are subject to considerable variation as a function of a complex interaction among several factors including instructional method, the reader's background, skills, and purpose for reading, and the nature and content of the written material. The information reported to date suggests that both the assumptions underlying miscue analysis and the procedures used to analyze miscues require additional rigorous empirical explication and validation.
References
1.
AllenP.D.A psycholinguistic analysis of the substitution miscues of selected oral readers in grades two, four, and six and the relationships of these miscues to the reading process: A descriptive study. Unpublished doctoral dissertation, Wayne State University, 1969.
2.
AllenP. D.Some general implications concerning specific taxonomy categories. In AllenP. D.WatsonD. J. (Eds.), Findings of research in miscue analysis: Classroom implications. Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills, National Institute of Education, National Council of Teachers of English, 1978.
3.
AllenP. D.WatsonD. J., (Eds.) Findings of research in miscue analysis: Classroom implications. Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills, National Institute of Education, National Council of Teachers of English, 1976.
4.
AuK. H.Analyzing oral reading errors to improve instruction. The Reading Teacher, 1977, 31, 46–49.
5.
BiemillerA. J.The development of the use of graphic and contextual information as children learn to read. Reading Research Quarterly, 1970, 6, 75–96.
6.
BrazeeP. E.A qualitative and quantitative description of eighth grade students' oral reading in both narrative and expository materials. Unpublished doctoral dissertation, University of Northern Colorado, 1976.
7.
BurkeC. L.A psycholinguistic description of grammatical restructurings in the oral reading of a selected group of middle school children. Unpublished doctoral dissertation, Wayne State University, 1969.
8.
BurkeC. L.Oral reading analysis: A view of the reading process. In PageW. D. (Ed.), Help for the reading teacher: New directions in research. Urbana, IL: National Conference on Research in English, ERIC Clearinghouse on Reading and Communications Skills, National Institute of Education, 1975.
9.
BurkeC. L.Reading miscue research: A theoretical position. In AllenP. D.WatsonD. J. (Eds.), Findings of research in miscue analysis: Classroom implications. Urbana, TL: ERIC Clearinghouse on Reading and Communication Skills, National Institute of Education, National Council of Teachers of English, 1976. (a).
10.
BurkeC. L.The three cue systems: #Z—syntactic. In AllenP. D.WatsonD. J. (Eds.), Findings of research in miscue analysis: Classroom implications. Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills, National Institute of Education, National Council of Teachers of English, 1976. (b).
11.
BurkeC. L.GoodmanK. S.When a child reads: A psycholinguistic analysis. Elementary English, 1970, 47, 121–129.
12.
CarlsonK. L.A psycholinguistic description of selected fourth grade children reading a variety of contextual material. Unpublished doctoral dissertation, Wayne State University, 1970.
13.
ChristieJ. F.The effect of later appearing syntactic structures on seven- and eight-year-old children's oral reading errors. Unpublished doctoral dissertation, Claremont Graduate School, 1977.
14.
ClayM. M.A syntactic analysis of reading errors. Journal of Verbal Learning and Verbal Behavior, 1988, 7, 434–438.
15.
CohenA. S.Oral reading errors of first grade children taught by a code emphasis approach. Unpublished doctoral dissertation, Columbia University, 1974.
16.
CoomberJ. E.A pscyholinguistic analysis of oral reading errors made by good, average, and poor readers. Unpublished doctoral dissertation, The University of Wisconsin, 1972.
17.
DankM. E.A study of the relationship of miscues to the mode of formal reading instruction received by selected second graders. Unpublished doctoral dissertation, University of Massachusetts, 1976.
18.
DelawterJ. A.The relationship of beginning reading instruction and miscue patterns. In PageW. D. (Ed.), Help for the reading teacher. New directions in research. Urbana, IL: National Conference on Research in English, ERIC Clearinghouse on Reading and Communication Skills, National Institute of Education, 1975.
19.
GoodmanK. S.A linguistic study of cues and miscues in reading. Elementary English, 1965, 42, 639–643.
20.
GoodmanK. S.Analysis of oral reading miscues: Applied psycholinguistics. Reading Research Quarterly, 1969, 5, 9–30.
21.
GoodmanK. S.Behind the eye: What happens in reading. In GoodmanK. S.NilesO. S., Reading process and program. Urbana, IL: Commission on the English Curriculum, National Council of Teachers of English, 1970.
22.
GoodmanK. S.Miscues: Windows on the reading process. In GoodmanK. S. (Ed.), Miscue analysis: Applications to reading instruction. Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills, National Council of Teachers of English, 1973.
23.
GoodmanK. S.What we know about reading. In AllenP. D.WatsonD. J. (Eds.), Findings of research in miscue analysis: Classroom Implications. Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills, National Institute of Education, National Council of Teachers of English, 1976.
24.
GoodmanK. S.GoodmanY. M.Learning about psycholinguistic processes by analyzing oral reading. Harvard Educational Review, 1977, 47, 317–333.
25.
GoodmanY. M.Reading strategy lessons: Expanding reading effectiveness. In PageW. D. (Ed.), Help for the reading teacher: New directions in research. Urbana, IL: National Conference on Research in English, ERIC Clearinghouse on Reading and Communication Skills, National Institute of Education, 1975.
26.
GoodmanY. S.Developing reading proficiency. In AllenP. D.WatsonD. J. (Eds.), Findings of research in miscue analysis: Classroom implications. Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills, National Institute of Education, National Council of Teachers of English, 1976.
27.
GoodmanY. M.BurkeC. L.Reading miscue inventory. New York: Macmillan, 1972.
28.
GreeneB. H. L.A psycholinguistic analysis of the multiple attempts produceed in oral reading by selected readers upon the single appearance of an item within a text and upon items recurring throughout a text. Unpublished doctoral dissertation, Wayne State University, 1974.
29.
HoodJ.Qualitative analysis of oral reading errors: The inter-judge reliability of scores. Reading Research Quarterly, 1975–76, 11, 577–598.
30.
HueyE. B.The psychology and pedagogy of reading. Cambridge, MA: MIT Press, 1968. (First published in 1908 by Macmillan.).
31.
JensenL. J.A psycholinguistic analysis of the oral reading behavior of selected proficient, average, and weak readers reading the same material. Unpublished doctoral dissertation, Michigan State University, 1972.
32.
KibbyM. W.Passage readability affects the oral reading strategies of disabled readers. The Reading Teacher, 1979, 32, 390–398.
33.
KolersP. A.Three stages of reading. In LevinH.WilliamsJ. P. (Eds.), Basic studies on reading. New York: Basic Books, Inc., 1970.
34.
LevineE. F.The relationship between three patterns of oral reading errors and specific reading strategies. Unpublished doctoral dissertation, Northwestern University, 1976.
35.
MartellockH. A.A psycholinguistic description of the oral and written language of a selected group of middle school children. Unpublished doctoral dissertation, Wayne State University, 1971.
36.
MenoskyD. M.A psycholinguistic description of oral reading miscues generated during the reading of varying portions of text by selected readers from grades two, four, six and eight. Unpublished doctoral dissertation, Wayne State University, 1971.
37.
NilesJ. A.GrahamR. T.WinsteadJ. C.The effects of teacher feedback responses on children's oral reading performance. Paper presented at Twenty-second Annual Convention, International Reading Association, Miami, 1977.
38.
NortonD. E.A comparison of the oral reading errors of high and low ability first and third graders taught by two approaches—synthetic-phonic and analytic-eclectic. Unpublished doctoral dissertation, The University of Wisconsin, 1976.
39.
OgleD. M.A study of the relationship of instructional methods to the oral reading errors made by first grade readers. Unpublished doctoral dissertation, Oklahoma State University, 1974.
40.
PageW. D.A psycholinguistic description of patterns of miscues generated by a proficient reader in second grade, an average reader in fourth grade, and an average reader in sixth grade encountering basal reader selections ranging from pre-primer to sixth grade. Unpublished doctoral dissertation, Wayne State University, 1970.
41.
PageW. D. (Ed.). Help for the reading teacher: New directions in research. Urbana, IL: National Conference on Research in English, ERIC Clearinghouse on Reading and Communications Skills, National Institute of Education, 1975.
42.
RouschP. D.A psycholinguistic investigation into the relationship between prior conceptual knowledge, oral reading miscues, silent reading, and post-reading performance. Unpublished doctoral dissertation, Wayne State University, 1972.
43.
SmithE. G.GoodmanK. S.MeredithR.Language and thinking in the elementary school. New York: Holt, Rinehart & Winston, 1970.
44.
ThomasK. J.Syntactic/semantic acceptability and semantic similarity of oral reading errors as functions of variation in attained comprehension. Unpublished doctoral dissertation, The University of Arizona, 1975.
45.
ThorntonM. F.A psycholinguistic description of purposive oral reading and its effect on comprehension for subjects with different reading backgrounds. Unpublished doctoral dissertation, Wayne State University, 1973.
46.
VogelS. A.Syntactic abilities in normal and dyslexic children. Journal of Learning Disabilities, 1974, 7, 103–109.
47.
WeberR. M.A linguistic analysis of first grade reading errors. Reading Research Quarterly, 1970, 5, 427–451. (a).
48.
WeberR. M.First graders' use of grammatical context in reading. In LevinH.WilliamsJ. P. (Eds.), Basic studies on reading. New York: Basic Books, Inc., 1970. (b).
