Learning to Support a First Grader’s Reading Development through Miscue Analysis: A Case for Personalizing Reading Instruction

By Maria Perpetua Socorro U. Liwanag, Stephanie Yorio and Tiffany Shepard.

Published by The International Journal of Literacies

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Article: Print $US10.00
Article: Electronic $US5.00

This study explores the reading process of a beginning reader. Data includes the use of miscue analysis as a reading assessment tool to explore how a first grader navigates various text selections to construct meaning. The authors suggest that using miscue analysis as an alternative assessment tool provides a detailed picture of reader strategies for teachers in supporting students decoding and comprehension strategies. The authors also recommend that using miscue analysis in the classroom provides opportunities to support beginning readers and help in their development as literacy learners.

Keywords: Reading Process, Miscue Analysis, Literacy Learning and Pedagogy

The International Journal of Literacies, Volume 19, Issue 3, pp.121-130. Article: Print (Spiral Bound). Article: Electronic (PDF File; 337.970KB).

Maria Perpetua Socorro U. Liwanag

Assistant Professor, Reading, Literacy, State University of New York at Geneseo, Geneseo, New York, USA

Maria Perpetua Socorro U. Liwanag is an assistant professor at State University of New York at Geneseo. Her research and interests focus on miscue analysis, eye movement miscue analysis, inquiry learning, children’s literature, and emotional literacy.

Stephanie Yorio

Student, State University of New York at Geneseo, Geneseo, New York, USA

Stephanie M. Yorio is a Masters student at State University of New York at Geneseo. She is studying reading and literacy. Her research interests include studies on miscue analysis and reading comprehension strategies for students with autism.

Tiffany Shepard

Student, State University of New York at Geneseo, Genseo, New York, USA

Tiffany E. Shepard is a Masters student at State University of New York at Geneseo. Her research interests include studies of the reading process through miscue analysis and early intervention reading strategies.