Faculty Publications

The Stability Of Modified Miscue Analysis Profiles

Document Type

Article

Journal/Book/Conference Title

Reading Research and Instruction

Volume

25

Issue

3

First Page

149

Last Page

159

Abstract

The purpose of this study was to determine how many miscues needed to be analyzed so that profile scores based on subsets of miscues reflected the profile scores based on all miscues that were generated during the reading of a passage. Miscues were analyzed according to a modified miscue analysis procedure. Thirty below‐average readers, 17 fourth graders and 13 fifth graders, from four rural school districts in northeast Iowa participated in this study. Each subject met with the researcher for one session that consisted of orally reading one long passage. Results indicated that the profiles based on 15‐, 25‐, and 35‐miscues were not equivalent to the profiles based on all miscues. Further examination of the data suggested that profile equivalencies did not vary according to the grade level of the subject or the total number of miscues generated. These findings are interpreted as evidence that reading researchers and diagnosticians should be cautious when inferring readers’ strategies on the basis of a subset of miscues obtained from the oral reading of a passage. © 1986 Taylor & Francis Group, LLC.

Department

Department of Curriculum and Instruction

Original Publication Date

1-1-1986

DOI of published version

10.1080/19388078609557872

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