400 Reading Response 4

The reading "Miscue Analysis for Classroom Teachers: Some History and Some Procedures" by Yetta M. Goodman was about studying miscues made by readers of all ages and by bilingual and ESL readers. Miscue means unexpected responses and is usually caused by what the reader knows about language and the world. Research of this study shows that all readers make miscues and there is a single underlying reading process. Miscue analysis requires that the written material must have a beginning, middle, and end. It should be new material, but language and content should be familiar. Miscue analysis shows how readers monitor the semantic cue system, or meaning. The reading "Taking Another Look at (Listen to) Shari" by Alan D. Flurkey is about a student who was in the Learning Disabilities resource "pull-out" program. Using miscue analysis enabled the researcher to see that Shari wasn't doing anything wrong, but using her own language to do what made the most sense to her. This should allow us to change our perspective and realize that "severe" readers aren't actually severely disabled and they are just uncertain about reading, goals, and what teachers find acceptable in their reading performance. The reading "I Do Teach and The Kids Do Learn!" by Wendy J. Hood was about reading with young children from kindergarten to third grade. They are able to correctly handle a book by holding it the right side, and starting from the first page. Older readers were observed using miscue analysis which shows how students emphasize different strategies to varying degrees. Reading strategy groups can also be developed through grouping by similar strengths. The groups have different focuses, such as meaning making.