JUST GET STARTED by Yetta Goodman

For retrospective miscue.com

Analyzing miscues of good readers is as powerful in learning about the reading process as engaging vulnerable readers in miscue. The more we see readers with a range of proficiencies transacting with written language and examining what they do, the more we understand how much readers know about the language cueing systems and how our brains are working to make sense.

Learning to do miscue analysis with your students is easier than you think—but just get started. You need a recording device, an appropriate text that will be interesting for your reader, a transcript of the text and sharpened pencils to mark miscues. Give a copy of the transcript to each student involved in listening and marking miscues. More specifics about miscues, miscue analysis and miscue markings are in RMI references available in this website.

Get everything ready and you are set to go! The more experience you get with miscue, the easier it becomes and the more you understand. Tell students: “we will discover interesting things about what we do when we read. Miscues show how much each of us knows about language and reading. What we will hear are NOT mistakes, but miscues.”

Involve students in doing miscue analysis on one reader in the class or pairing up and miscuing each other, or organize a small group working together on the miscues done by one reader in the group. Start out with an effective reader for the first miscue analysis you do — a reader who may not seem confident in reading, but usually comprehends fairly well. And remember to turn on the recording device so everyone can listen to the miscues and discuss what they hear after the reading.

As teacher, it is best to listen to the reading once before you listen with the students. Discuss the high quality miscues the reader made first —those that make sense in the sentence even though the meaning may have changed some. And include miscues self-corrected by the reader. As you discuss miscues with students, ask the reader:

“Why do you think you made this miscue? What cues in the story/article did you use to make the miscue and how did you handle that?”

Keep in mind that miscues analysis is a “window into the reading process” providing ways to discover what humans know about language and the world as they read.

Yetta Goodman for retrospectivemiscue.com

One thought on “JUST GET STARTED by Yetta Goodman”

  1. Thank you for working to ease teachers’ fears about taking on RMA in the classroom. We are always trying to help our students unravel the reading process. As you describe, RMA is an authentic practice that teachers can begin immediately, allowing it to evolve and deepen with their students. RMA is another way to approach metacognition in the classroom.

    Having worked with my own two children the last three weeks conducting RMI’s and RMA, I can say RMA was truly an eye-opener for me about my children as readers, and myself as a teacher of readers. It truly is a process you can step into, and allow yourself to grow with your practice. Everyone wins.

    Liked by 1 person

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