Miscue analysis made easy : building on student strengths

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090 ⊔ ⊔ ‡aEDUC/LB1050.33 ‡b.W54 2000
100 1 ⊔ ‡aWilde, Sandra.
245 1 0 ‡aMiscue analysis made easy : ‡bbuilding on student strengths / ‡cSandra Wilde.
260 ⊔ ⊔ ‡aPortsmouth, NH : ‡bHeinemann, ‡cc2000.
300 ⊔ ⊔ ‡ax, 134 p. ; ‡c24 cm.
504 ⊔ ⊔ ‡aIncludes bibliographical references (p. 131-134).
505 0 0 ‡g1 ‡tHonoring What Readers Do ‡g1 -- ‡tWhy should I learn miscue analysis? ‡g4 -- ‡g2 ‡tHow Readers Use Language ‡g6 -- ‡tReading words without vowels ‡g6 -- ‡tReading words without any letters ‡g8 -- ‡t"Decoding" and comprehending ‡g10 -- ‡g3 ‡tThree Cueing Systems ‡g14 -- ‡tSounds and letters: The graphophonic system ‡g14 -- ‡tSentence structure: The syntactic system ‡g16 -- ‡tMeaning: The semantic system ‡g17 -- ‡tThree cueing systems in relation to each other ‡g19 -- ‡tEnvironment of reading: Personal and social context ‡g20 -- ‡g4 ‡tAren't Errors Bad? Some Underlying Principles of Miscue Analysis ‡g24 -- ‡tReading in real time ‡g24 -- ‡tWhy errors aren't bad ‡g26 -- ‡tHow much do we look at when we read? ‡g27 -- ‡tMiscues as a window on the reading process ‡g28 -- ‡g5 ‡tChoosing Reading Material And Getting Started ‡g30 -- ‡tChoosing a reader ‡g30 -- ‡tChoosing texts for miscue analysis ‡g31 -- ‡tBefore the miscue analysis: Talking to the reader ‡g33 -- ‡g6 ‡tRecording What Readers Do ‡g37 -- ‡tHow to record miscues: The basics ‡g37 -- ‡tRecording miscues: Some additional symbols and conventions ‡g42 -- ‡tHow important is this marking system? ‡g45 -- ‡tAnswers to marking practice ‡g46 -- ‡g7 ‡tConducting Good Retellings ‡g47 -- ‡tUnaided retelling ‡g48 -- ‡tAided retelling ‡g49 -- ‡tProbing of miscues and misunderstandings ‡g50 -- ‡tRetelling as teaching and learning ‡g55 -- ‡tRetrospective miscue analysis ‡g60 -- ‡g8 ‡tCoding Miscues: Procedures for Classroom Use ‡g62 -- ‡tSyntax, semantics, and meaning change ‡g62 -- ‡tGraphic similarity ‡g74 -- ‡g9 ‡tA Portrait of the Reader ‡g80 -- ‡tReader's construction of syntax and meaning (sentence level) ‡g80 -- ‡tSummarizing the reader's use of syntax and meaning ‡g81 -- ‡tSummarizing the reader's use of visual cues ‡g82 -- ‡tHolistic, anecdotal descriptions of the reading and retelling ‡g83 -- ‡tComparing readers ‡g84 -- ‡g10 ‡tWhat's Next for This Reader? From Miscue Analysis to Instruction ‡g88 -- ‡tWhat's next for Darcy? ‡g88 -- ‡tWhat's next for Sarah? ‡g89 -- ‡tWhat's next for Miranda? ‡g91 -- ‡tPower of common sense: Readers show us what they need from us ‡g92 -- ‡tWhat to look for ‡g93 -- ‡tWhat about the kids with major problems? ‡g98 -- ‡g11 ‡tMiscue Analysis in the Life of the Classroom ‡g101 -- ‡tDeveloping a miscue ear ‡g101 -- ‡tConducting miscue analysis: Who and when? ‡g102 -- ‡tMiscue analysis and a readers' workshop classroom ‡g102 -- ‡tMiscues and mini-lessons ‡g102 -- ‡tReading Detective Club ‡g104 -- ‡gAppendix A ‡tBurke Reading Interview ‡g106 -- ‡gAppendix B ‡tA Sweet Trip on the Merritt ‡g108 -- ‡gAppendix C ‡tDarcy's Retelling ‡g111 -- ‡gAppendix D ‡tSample Retelling Form ‡g115 -- ‡gAppendix E ‡tDarcy's Miscues ‡g116 -- ‡gAppendix F ‡tDarcy's Coded Story ‡g121.
538 ⊔ ⊔ ‡aMode of access: Internet.
596 ⊔ ⊔ ‡a2
650 ⊔ 0 ‡aReading ‡xLanguage experience approach.
650 ⊔ 0 ‡aMiscue analysis.
CID ⊔ ⊔ ‡a004106544
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DAT 2 ⊔ ‡a2023-10-18T17:30:02Z
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