Miscues Not Mistakes : Reading Assessment in the Classroom

Foreword xi Acknowledgment xv Introduction xvii What Is Reading? 1(22) The Language Cueing Systems 1(2) Models of the Reading Process 3(1) The Models That Inform Miscue Analysis 3(3) Ken Goodman's Model of the Reading Process 6(14) Bringing It All Together: What Is Reading? 20(3) What Is a Miscue? 23(9) How Is a Miscue Defined? 23(2) An Invitation: Take a Look at Yourself as a Reader 25(3) What Are Some Different Types of Miscues: An Introduction 28(2) Bringing It All Together: Listening to Our Readers 30(2) What Is Miscue Analysis? 32(21) What 32(1) How 33(10) Where 43(1) Why 43(5) Who 48(4) Bringing It All Together: Knowing Our Readers 52(1) How Do I Conduct Procedure III? 53(44) Choosing the Student 53(1) Choosing a Text 54(1) Making the Typescript 55(1) Making the Retelling Guide 55(1) Taping the Reading and Retelling 56(3) Marking the Miscues 59(26) Coding the Sentences 85(6) Tallying the Miscues 91(1) Running the Numbers and Completing the Reader Profile 92(4) Identifying Strengths and Areas of Concern 96(1) Bringing It All Together: The Reader Profile 96(1) Procedure III with LaMar 97(33) Choosing the Student 97(1) Choosing a Text 98(1) Making the Typescript 98(1) Making the Retelling Guide 99(1) Taping the Reading and Retelling 99(1) Marking the Miscues 100(15) Coding the Sentences 115(1) Tallying the Miscues 115(8) Completing the Retelling Guide 123(2) Running the Numbers and Completing the Reader Profile 125(3) Identifying Strengths and Areas of Concern 128(1) Bringing It All Together: LaMar as a Reader 129(1) How Do I Conduct an Over the Shoulder Miscue Analysis Procedure and a Procedure IV? 130(29) Making Miscue Analysis Workable 130(1) How Do I Conduct an OTS? 131(17) Why Do I Conduct OTS Evaluations? 148(2) An Invitation: Try an OTS with LaMar 150(1) How Do I Conduct a Procedure IV? 150(5) Why Do I Conduct a Procedure IV? 155(1) The Choice: Which Untaped Procedure Should I Use? 155(1) The Steps: Summaries of OTS and Procedure IV 156(1) Bringing It All Together: Holistic Evaluation of Readers 157(2) OTS and Procedure IV---Examples with Readers 159(26) The Invitation: The Cover Page 159(1) The Notation: The Miscue Pages 159(12) The Reflective Talking: The Teaching Conversation 171(3) The Follow-Up: The Insights Page 174(2) Insights About Josh 176(2) Teaching Conversation with Ceci 178(4) Procedure IV with Claire 182(2) Bringing It All Together: What Do We Learn from an OTS Contents and a Procedure IV? 184(1) Now What? 185(40) One Teacher's Practice 185(6) How Can I Use Miscue Analysis Every Day? 191(12) What Is My Evidence from OTS Miscue Analysis and How Does It Inform My Teaching? 203(13) Final Questions 216(6) Bringing It All Together: Making Miscue Analysis Your Own 222(3) Appendices 225(26) A: LaMar's Procedure III Typescript and Blank Typescript 226(6) B: LaMar's Procedure III Miscue Tally Form 232(2) C: Blank Procedure III Miscue Tally Form 234(1) D: LaMar's Retelling 235(1) E: LaMar's Retelling Guide 236(1) F: LaMar's Reader Profile 237(1) G: Blank Reader Profile 238(1) H: Burke Reading Interview 239(1) I: Josh's OTS Form 240(4) J: Blank OTS Form 244(3) K: Blank Miscue Analysis Procedure IV Form 247(1) L: Blank Holistic Evaluation of the Reader Form 248(2) M: Story Text---``The Old Man, His Son, and the Donkey'' 250(1) Bibliography 251(6) Index 257