Once the running record is complete teachers can analyze to see which of these 3 "tools" (strategies) the student is using to figure out the unknown words:
M = meaning.............(semantics)
Is the student trying to make sense of what is being read?
what word would make sense here?
read it the way the child read it / does it "make sense?"
S = structure................(language / syntax)
read it as the child read it / does it sound like the child
would "talk"?
did the child furnish a noun, adjective, or an -ing word?
does it "sound" right?
V = visual....................(letter-sounds)
Does the miscue look similar to a word in text?
Does it have the same beginning sound?
did he try to "sound it out?" even if he only got
the first letter-sound right
does it "look" like the word (beginning, middle, and/or end)
SC = self corrections........(self monitoring)
this is a sign that reader is monitoring his reading
working actively to make sure everything fits
using semantics, structure and visual cues
Let's look at some examples:
Is he using:M - yes (could make sense)
S - yes (both are nouns)
V - no (no attempt to 'sound out' the word, not even the beginning sound is the same)
How to Help:This student is "reading for meaning." He probably loves his books and happily discusses their content with you. But, he is not attending to print. We might say he is relying on meaning at the expense of visual clues.
A teacher might ask this student to look again at this sentence. She might point to the beginning sound and ask the child what the word might be....one beginning with the /s/ sound.... She would encourage him to blend the beginning sound and look for the smaller word "or" within the larger word. She might put him in texts that have more "decodable" words to better focus his attention on using his alphabetic principle (phonics skills). She might encourage him to write more where he would have to look more closely at how words are spelled. She might ask him which page he likes best and then re-write one of those sentences on a sentence strip, have him read it, then chop it up and mix the words around to see if he can reassemble the words into a sentence (keeping it game-like and fun).
Is he using:M - no (houses don't trot away!)
S - yes (both are nouns)
V - yes (look similar / beginning sound is same / although he obviously isn't very good at decoding, he is attempting to use this cueing strategy and we must give him credit for trying to use it.)
How to Help:This child seems to be relying on visual cues at the expense of meaning. He is not using semantics. We might say to him, "Let's re-read that sentence....you said___, does that make sense?" Keep it light and fun. Don't make the reader feel bad. It is a risk-free setting. We are all in a learning mode. But we DO want to draw this student's attention to "making sense" as he reads.
It's also important to periodically ask "Does this make sense?" when the reader has not made a mistake so that he doesn't understand it as a signal that an error has been made. It's important to develop a sense of self-monitoring with the reader.
Is he using:M - no (nonsense words do NOT make sense)
S - no (usually if nonsense word, usually syntax not being used either)
V -yes (he is trying to 'sound it out' using the decoding strategy even if he still needs to look a little more closely)
How to Help:Similar to the one above. A teacher might say to this child, "Let's re-read that sentence...You said____, does that make sense?" You can clearly see here that this student could use some more reading "tools" in his toolbox. This child is over-relying on phonics; he needs to begin using semantics and syntax so that he can identify that word more quickly and move on.
Is he using:M - possibly / use your BEST judgement and be able to tell why you made that informed decision.
Teachers do not always agree but they are usually close and they try very hard to stay consistent from child to child.
S - yes (notice the -ing /seems to be some attempt)
V - yes (begins with "s" and ends with "ing" /indicates some use of decoding or letter-sound strategy)
How to Help:A teacher might draw this student's attention to the beginning of the word, looking more closely and noting the word begins with "sh" / she might also point out that the sentence doesn't sound quite right.... or she may wait until this reader comes to another "roadblock" where it may be more obvious the reader is not using semantics before she makes her point. Teachers are selective about when best to make their move.
Look for patterns in the reader's behaviors. Does the reader self-correct when meaning is disrupted? Is the reader relying too heavily on visual cues or not enough? Is the meaning of the passage being preserved? Interventions should be based on whether the student's miscues are significant to the whole meaning of the reading and the reader's greatest area of need.
Sources:
Fountas and Pinnell Benchmark Assessment System
Maury County School District- "What is a Miscue Analysis?"
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