Miscue analysis
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Miscue analysis was originally developed by Ken Goodman for the purpose of understanding the reading process. It is a diagnostic tool that helps researchers/teachers gain insight into the reading process. The term miscue was initiated by Ken Goodman to describe an observed response in the reading process that does not match the expected response. Goodman uses the term miscue, rather than error or mistake to avoid value implications. He states that the departures from the text are not necessarily a negative aspect of the reading process but rather “windows on the reading process” (Goodman, 1969, p.123).
Miscue analysis differs significantly from other laboratory-centered or experimental diagnostic and evaluative instruments in that miscue research studies reading in as natural a condition as possible, with readers orally reading authentic and complete stories they have not been exposed to before. In this way, miscue analysis provides a naturalistic viewpoint and the resulting analysis of reading proficiency is both qualitative and quantitative. A key assumption of miscue analysis is that what readers do is neither accidental nor random. Rather, it is cued by language and personal experience (Goodman, 1973, p.93). The insights gained from miscue analysis have contributed to the development of the Goodman Reading Model—a transactional, socio-psycholinguistic theory and model of reading.
The most basic contribution of miscue analysis to knowledge of the reading process is its demonstration that reading is an active, receptive language process. Miscue analysis also helps researchers/teachers analyze the oral reading of individual readers. Such analysis has made an ideological shift away from a deficit-oriented view of readers’ weaknesses toward a view that appreciates the linguistic strengths that readers bring to the reading process as they construct meaning from a text. In addition, miscue analysis helps researchers/teachers evaluate reading materials, and thus provides them with an objective basis for selecting suitable texts for readers.
Miscue analysis procedures include the collection and examination of a single and complete oral reading experience followed by a retelling. The procedures and standards are outlined in both the Goodman Taxonomy and the Reading Miscue Inventory (Goodman, Watson, & Burke, 2005).
To date, hundreds of studies on miscue analysis have been conducted from different perspectives to explore the reading process, to evaluate readers, and to improve reading instruction (Brown, Goodman, & Marek, 1996). Although their foci are different, these studies have generally confirmed Goodman’s model and theory of reading view that reading is a meaning-seeking process in which readers use graphic, phonemic, syntactic, and semantic cues to make sense of texts.
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- Brown, J. Goodman, K. & Marek, A. (Eds.) (1996) Studies in miscue analysis: An annotated bibliography. Newark, DE: International Reading Association.
- Goodman, K & Burke, C. (1973). Theoretically based studies of patterns of miscues in oral reading performance, final report. Wayne State University, Detroit. (Eric Document Reproduction Service No, ED 179 708).
- Goodman, K. (1969). Analysis of oral reading miscues: Applied psycholinguistics. In F. Gollasch (Ed.) Language and literacy: The selected writings of Kenneth Goodman (pp.123-134). Vol. I. Boston: Routledge & Kegan Paul.
- Goodman, K. (1973). Miscues: Windows on the reading process. In F. Gollasch (Ed.) Language and literacy: The selected writings of Kenneth Goodman (pp.93-102). Vol. I. Boston: Routledge & Kegan Paul.
- Goodman, Y., Watson, D. & C. Burke. (2005). Reading miscue inventory. Katonah, New York: Richard C. Owen Publishers, INC.
