Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue...
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Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue Analysis
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Transcript of Dr. Enid Acosta-Tello National University - Costa Mesa November 13, 2013 RICA Workshop Miscue...
Dr. Enid Acosta-TelloNational University - Costa Mesa
November 13, 2013
RICA Workshop
Miscue Analysis
Analyzing a Running Record
3 Cueing System An Actual Running Record
The Three Cueing Systems
It ____________ across the grass.
The Three Cueing Systems
It ____________ across the grass.
Knowledge of language structure(syntactic)
The Three Cueing Systems
It ____________ across the grass.
Knowledge of language structure(syntactic)
It h_____________ across the grass.
The Three Cueing Systems
It ____________ across the grass.
Knowledge of language structure(syntactic)
It h_____________ across the grass.
Familiarity with letter-sound relationships(graphophonic)
The Three Cueing Systems
It ____________ across the grass
Knowledge of language structure(syntactic)
It h_____________ across the grass
Familiarity with letter-sound relationships(graphophonic)
John let his pet rabbit go.It h______________ across the grass.
The Three Cueing Systems
It ____________ across the grass
Knowledge of language structure(syntactic)
It h_____________ across the grass
Familiarity with letter-sound relationships(graphophonic)
John let his pet rabbit go.It h______________ across the grass.
Previous experience with rabbits(semantic)
Terms Equivalency
SEMANTIC - errors of meaning (Does it make sense?)
Errors of Meaning
SYNTACTIC - errors of structure (word order)(correct use of parts of speech)
( Does it sound right? Can we say it that way in English?)Structural errors
GRAPHOPHONIC - errors based on what is seen (letters)(Does it look right?)
Visual errors
Running Records
Miscue Analysis
Miscues (child said/written word)
leaves/vines
froned/frowned
lived/loved
after/afraid
water/winter
leaves/vines --
Analysis - how to
(child said/written word)
Analysis - how to
(child said/written word)
leaves/vines -- consonant/initial; vowel/medial
Analysis - how to
(child said/written word)
leaves/vines -- consonant/initial; vowel/medial
froned/frowned --
Analysis - how to
(child said/written word)
leaves/vines -- consonant/initial; vowel/medial
froned/frowned -- vowel/medial position
Analysis - how to
(child said/written word)
leaves/vines -- consonant/initial; vowel/medial
froned/frowned -- vowel/medial position
lived/loved --
Analysis - how to
(child said/written word)
leaves/vines -- consonant/initial; vowel/medial
froned/frowned -- vowel/medial position
lived/loved -- vowel/medial position
Analysis - how to
(child said/written word)
leaves/vines -- consonant/initial; vowel/medial
froned/frowned -- vowel/medial position
lived/loved -- vowel/medial position
after/afraid --
Analysis - how to
(child said/written word)
leaves/vines -- consonant/initial; vowel/medial
froned/frowned -- vowel/medial position
lived/loved -- vowel/medial position
after/afraid -- vowel/medial; consonant/final
Analysis - how to
(child said/written word)
leaves/vines -- consonant/initial; vowel/medial
froned/frowned -- vowel/medial position
lived/loved -- vowel/medial position
after/afraid -- vowel/medial; consonant/final
water/winter --
Analysis - how to
(child said/written word)
leaves/vines -- consonant/initial; vowel/medial
froned/frowned -- vowel/medial position
lived/loved -- vowel/medial position
after/afraid -- vowel/medial; consonant/final
water/winter -- vowel/medial; consonant/medial
Pattern - Miscues
All words -- Vowel miscues in medial position
Some initial/final consonant miscues
Miscue (data) Analysis
Running Record MiscuesAdd other assessment miscues
analysis
Look for triangulation of data, substantiation of initial findings,
cross verification from more than two sources
What do you know about Jessica and what
instructional strategies do you recommend and
why?
Assessment drives
instruction.
Assessment drives
instruction.
Assessment drives
instruction.
Miscue Analysis Opportunity
Lyndsie1st grader
What are Lyndsie’s strengths and weaknesses?
What instructional strategies/activities/ interventions do you
recommend and why?
Cole3rd grader
What are Cole’s strengths and weaknesses?
What instructional strategies/activities/ interventions do you
recommend and why?
Questions and
Answers
