The stability of modified miscue analysis profiles
Reading Research and Instruction
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.
Original Publication Date
DOI of published version
Kuhns, Carolyn Orr; Moore, David W.; and Moore, Sharon Arthur, "The stability of modified miscue analysis profiles" (1986). Faculty Publications. 4762.