Adapted from By Sue Watson, About.

com by 21
st
Century Literacy Professional
Development 2010

How to Use Miscue Analysis
Running Records and Miscue


Miscue Analysis refers to a process of diagnosing a child's reading. It is based on the
premise of analysing the errors a child makes during oral reading. When a child reads
orally, the teacher learns a great deal about whether the child is making sense of what is
being read by looking closely at the types of errors the child makes. By using the miscue
analysis method, a teacher/parent will be much more capable of assisting those children
who experience difficulty. Using miscue analysis is extremely important, as reading tests
can't give you this type of information.

The 6 Types of Miscues

Correction:
During the oral reading, the child realizes he/she has made an error and re-reads the
section/word without prompting.

Insertion:
As the child is reading, he/she will insert a word or two that isn't on the page.

Omission:
During the oral reading, the child leaves out a word(s.)

Repetition:
A child repeats a word or portion of the text.

Reversal:
A child will reverse the order of the print or the word. (Will say something like of for
etc.)

Substitution:
Instead of reading a specific word, the child inserts a different word.

Some rules about using miscue analysis:

* Use unfamiliar text, not something the child knows from memory.
* Do not use miscue analysis on beginner readers
* Give the student some choice in the reading selection.
* You will need a quiet place without interruptions; it can be very handy to record the
child that provides you with an opportunity to listen to the passage more than once.
* Photocopy the selection the student will read, use this to record the miscues.
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st
Century Literacy Professional
Development 2010

* Record each miscue. (Use hyphens for skipped words, record each substitution (i.e.,
went for when), use ^ for insertion and record the word(s), circle omitted words,
underline repeated words, you may also want to use // for repeated words.

What do the miscues tell you?

Correction:
This is good! We want readers to self-correct. However is the reader reading too fast?
Is the reader mis-correcting accurate reading? If so, the reader often doesn't see himself
as a 'good' reader.

Insertion
Does the inserted word detract from meaning? If not, it may just mean the reader is
making sense but also inserts. The reader may also be reading too fast. If the insertion is
something like using finished for finish, this should be addressed.

Omission:
When words are omitted, it may mean weaker visual tracking. Determine if the
meaning of the passage is affected or not. If not, omissions can also be the result of not
focusing or reading too fast. It may also mean the sight vocabulary is weaker.

Repetition
Lots of repetition may mean that the text level is too difficult. Sometimes readers
repeat when they're uncertain and will repeat the word(s) to make sense of the passage.

Reversal:
Watch for altered meaning. Many reversals happen with young readers with high
frequency words - of for etc.

Substitutions:
Sometimes a child will use a substitution because they don't understand the word
being read. Does the substitution make sense in the passage, is it a logical substitution?

In Summary
Using miscue analysis is an important diagnostic tool that should be done every 6-8
weeks to see how the reader is improving in the strategies used. Making sense of the
miscues will help you with next steps to improve the child's reading. It is worthwhile to
have a few questions prepared that let you know about the child's comprehension of the
passage read as miscue analysis tends to rely on advising you of the strategies used.
Miscue analysis may seem time consuming initially, however, the more you do, the easier
the process gets.

What is a Running Record?
Taking a Running Record
Marking a Running Record
Scoring and Analysing a Running Record
Adapted from By Sue Watson, About.com by 21
st
Century Literacy Professional
Development 2010


What is a Running Record?
A running record allows you to assess a student's reading performance as she/he reads
from a benchmark book. Benchmark books are books selected for running record
assessment purposes. A running record form, with text from the book printed on the
form, accompanies each of the benchmark books. Only the first 100-150 words of the
longer benchmark books are used for the upper-level running records. A blank running
record form is supplied for teachers who wish to perform running records on books other
than the benchmark books or for additional text from the upper level benchmark books.

There are conflicting views on whether students should be assessed using a book they
have never read versus using a book they are familiar with. We believe using a book that
has not been previously read will give a more accurate measure of a student's ability to
handle text at the assessed level. For this reason, we provide two benchmark books at
each level: one fiction and one non-fiction. You can always opt to read the book before
doing a running record if you prefer using previously read text for your running record.

After completing a running record, you may want to assess a student's comprehension of
the book read. For this purpose, Reading A-Z provides comprehension quizzes, called
Quick Checks, and Retelling Rubrics. Both fiction and non-fiction Retelling Rubrics are
provided.
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Taking a Running Record
Running records are taken most often at the earlier stages of reading. Students who are
not progressing at the expected rate should be assessed even more frequently than the
schedule suggested below.

* Early Emergent readers (Levels aa C): every 2 to 4 weeks
* Emergent readers (Levels D J): every 4 to 6 weeks
* Early fluent readers (Levels K P): every 6 to 8 weeks
* Fluent readers (Levels Q Z): every 8 to 10 weeks

Taking a running record takes practice. Before attempting a running record, read the
procedural steps below, then go to the section on marking a Running Record Form.

1. Select a book that approximates the student's reading level. Explain that she/he will
read out loud as you observe and record her/his reading skills.
2. With the running record form in hand; sit next to the student so that you can see the
text and the student's finger and eye movements as she/he reads the text.
3. As the student reads, mark each word on the running record form by using the
appropriate Running Record Symbols and Marking Conventions shown below. Place a
checkmark above each word that is read correctly.
4. If the student reads incorrectly, record above the word what the student reads.
5. If the student is reading too fast for you to record the running record, ask her/him to
pause until you catch up.
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st
Century Literacy Professional
Development 2010

6. Be sure to pay attention to the reader's behaviour. Is the student using meaning (M),
structural (S), and visual (V) cues to read words and gather meaning?
7. Intervene as little as possible while the student is reading.
8. If the student is stuck and unable to continue, wait 5 to 10 seconds, then tell her/him
the word. If the student seems confused, provide an explanation to clear up the confusion
and say, "Try again."

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Marking a Running Record Form
Several terms are used when marking a running record form. You should become familiar
with these terms by reviewing the explanations below.

* Errors (E)--Errors are tallied during the reading whenever a child does any of the
following:

--Substitutes another word for a word in the text
--Omits a word
--Inserts a word
--Has to be told a word

* Self-correction (SC)--Self-correction occurs when a child realizes her or his error and
corrects it. When a child makes a self-correction, the previous substitution is not scored
as an error.

* Meaning (M)--Meaning is part of the cueing system in which the child takes her or
his cue to make sense of text by thinking about the story background, information from
pictures, or the meaning of a sentence. These cues assist in the reading of a word or
phrase.

* Structure (S)--Structure refers to the structure of language and is often referred to as
syntax. Implicit knowledge of structure helps the reader know if what she or he reads
sounds correct.

* Visual (V)--Visual information is related to the look of the letters in a word and the
word itself. A reader uses visual information when she or he studies the beginning sound,
word length, familiar word chunks, and so forth.

There are two steps to marking a running record. Step 1 involves marking the text on the
running record form as the student reads from the benchmark book. Before taking your
first running record, become familiar with the symbols used to mark a running record
form. These symbols are found in Table 1. Also review the Sample Running Record to
see how a completed form looks. It also is a good idea to take a few practice running
Adapted from By Sue Watson, About.com by 21
st
Century Literacy Professional
Development 2010

records by role-playing with a fellow teacher as she/he plays the role of a developing
reader, intentionally making errors for you to record.

Once the student has read all the text on the running record form and you have recorded
their reading behaviour, you can complete Step 2. In Step 2 you fill in the boxes to the
right of the lines of text you have marked. Begin by looking at any error the student has
made in the first line. Mark the number of errors made in the first box to the right of the
line. If the student self corrected any of these errors, mark the number of self-corrections
in the second box to the right of the line. Next determine whether the errors and self-
corrections were made as a result of meaning, structure, or visual cueing. For a
description of each of these cues, review the explanations provided above. Write MSV in
each box for each error and a self-correction made and circle the appropriate letter for the
cue used by the student.

After completing step two you should total the number of errors and self-corrections and
write each total in the box at the bottom of the appropriate column. Next calculate the
student's error rate, accuracy rate, and self-correction rate, found in the next section
Scoring and Analysing a Running Record.

You do not have to mark the MSV cueing portion of the running record form. It is simply
used to help you further analyse a student's reading behaviour and provide deeper insight
into a student's possible reading deficiencies. You can still use the information on error,
self-correction, and accuracy rates to place the student at the developmentally appropriate
instructional level.

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Sample Running Record

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Scoring and Analysing a Running Record
Scoring: The information gathered while doing a running record is used to determine
error, accuracy, and self-correction rates. Directions for calculating these rates are given
below. The calculated rates, along with qualitative information and the student's
comprehension of the text, are used to determine the student's reading level.
Qualitative Analysis: The qualitative analysis is based on observations that you make
during the running record. It involves observing how the student uses the meaning (M),
structural (S), and visual (V) cues to help her/him read. It also involves paying attention
to fluency, intonation, and phrasing. Think back to the prompts you offered and how the
student responded. These observations help you form a picture of the student's reading
development.

Error
Accuracy
Self-Correction
Adapted from By Sue Watson, About.com by 21
st
Century Literacy Professional
Development 2010


The formulas below were used with the sample running record above.

Error Rate
Error rate is expressed as a ratio and is calculated by using the following formula:

Total words / Total errors = Error rate

Example:
99 / 8 = 12.38, or 12 rounded to nearest whole number
The ratio is expressed as 1:12.
This means that for each error made, the student read approximately 12 words correctly.

Accuracy Rate
Accuracy rate is expressed as a percentage. You can calculate the accuracy rate using the
following formula:
(Total words read Total errors) / Total words read x 100 = Accuracy rate

Example:
(99 8) / 99 x 100 = Accuracy rate
91/99 x 100 = Accuracy rate
.919 x 100 = 91.9%, or 92% rounded to the nearest whole number

You can use accuracy rate to determine whether the text read is easy enough for
independent reading, appropriate to use without frustration during reading instruction
purposes instruction, or too difficult for the reader. The breakdown of these three
categories is as follows:

Easy enough for independent reading = 95 100%
Instructional level for use in guided reading session = 90 94%
Too difficult and will frustrate the reader = 89% and below

Self-Correction Rate
Self-correction rate is expressed as a ratio and is calculated by using the following
formula:

(Number of errors + Number of self corrections) / Number of self corrections = Self-
correction rate

Example:
(8 + 3) / 3 = Self-correction rate
11 / 3 = 3.666, or 4 rounded to the nearest whole number

The self-correction rate is expressed as 1:4. This means that the student corrects
approximately 1 out of every 4 errors.

Adapted from By Sue Watson, About.com by 21
st
Century Literacy Professional
Development 2010

If a student is self-correcting at a rate of 1:4 or less, this indicates that she/he is self-
monitoring her/his reading.

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