Dr. Liwanag Curriculum 510 June 3,2010 Linsday DeFeo, Emily O’Leary, Colleen McNamara, & Jamie Rondeau

Ethnographic Case Study Using Miscue Analysis Click on a bubble to get started! To return to this page from any slide, click on the stack of books. Foundational Knowledge Creating a Literate Environment Assessment, Diagnosis, and Evaluation Instructional Strategies and Curriculum Materials Professional Development Appendices References

BACKGROUND: - John is an 18 year old high school senior. - He is a Caucasian male. - His first and only language is English. - He currently lives, and has always lived, in a suburban neighborhood.

BIMOR:  John’s BIMOR revealed that he believes fluency is important in reading. He also stated that contextual clues are important in reading through difficult passages.  John received phonics (Sub-Skills) literacy instruction.  John is interested in reading about cars, sports, and videogames.  John does not truly view himself as a reader and reads to please his parents and teachers.  John believes that he should read more to become a better reader.BIMOR:  John’s BIMOR revealed that he believes fluency is important in reading. He also stated that contextual clues are important in reading through difficult passages.  John received phonics (Sub-Skills) literacy instruction.  John is interested in reading about cars, sports, and videogames.  John does not truly view himself as a reader and reads to please his parents and teachers.  John believes that he should read more to become a better reader.

Cultural Factors:  John’s lack of interest in reading due may be due to the lack of choice in reading in the upper grades of school (8 th -12 th grade).  In high school, reading is not viewed as “cool.” This may affect John’s view towards reading. Cultural Factors:  John’s lack of interest in reading due may be due to the lack of choice in reading in the upper grades of school (8 th -12 th grade).  In high school, reading is not viewed as “cool.” This may affect John’s view towards reading. Psychological Factors:  John’s focus is on many other areas of life, other than reading.  John is at the stage of development where he is very self-centered and focused on what makes him happy. Reading does not fall into that category. Psychological Factors:  John’s focus is on many other areas of life, other than reading.  John is at the stage of development where he is very self-centered and focused on what makes him happy. Reading does not fall into that category. Linguistic Factors:  John grew up in a very reading oriented family. His home environment has fostered reading of all kinds. Linguistic Factors:  John grew up in a very reading oriented family. His home environment has fostered reading of all kinds.

Application to Other Students and Settings: - It is important to be aware that high school students need time to read for pleasure regardless of the type of book or setting. - Time, in high school, is spent reading pre-chosen books and students do not receive a choice of what they would like to read. This diminishes the lifelong reading process. Application to Other Students and Settings: - It is important to be aware that high school students need time to read for pleasure regardless of the type of book or setting. - Time, in high school, is spent reading pre-chosen books and students do not receive a choice of what they would like to read. This diminishes the lifelong reading process.

Creating a Literate Environment Holistic Theory of Reading – Reading is an active, meaning-making process – Reading is a language process – Readers have knowledge about language and their world – Authors have knowledge about language and their world (Goodman, Watson, & Burke, 2005)

Creating a Literate Environment The holistic theory of reading promotes comprehension above all other aspects of reading. Though fluency, phonics, phonemic awareness, and vocabulary are all important strategies for reading, they are insignificant if the reader cannot find meaning in what was read. Readers use their knowledge of language and the world around them to make sense of the words on a page. Because of this, all readers may interpret the same piece of text in a different way.

We used our holistic theoretical framework to help us understand John’s background and reading processes. John was taught using the commercial product, “Hooked on Phonics” and thus, reads for accuracy, rather than comprehension. John did not have an overwhelming amount of miscues in either of his analyzed readings. However, he performed poorly on both unaided retells. Creating a Literate Environment

Since John was taught to read with the assumption that accuracy and fluency are the primary goals, he may not pay close attention to the actual plot line of the story, which would help him comprehend what is actually happening. We used our holistic theoretical framework to analyze our data by primarily focusing on John’s need for comprehension skills to better have a complete experience with the reading, in which he can derive meaning that he is able to understand and relate to his own life. Creating a Literate Environment

Since classroom teachers must keep the goal of complete and diverse comprehension for all readers in mind, it is important that they seek a wide variety of print and non-print materials for their classroom for students to have access to. Since literacy does not only include reading, but also speaking, listening, and writing, teachers can promote diverse experiences for students to engage in that highlight these aspects of literacy. Teachers must also use materials that are diverse in reading level, form (books, plays, media, audio, etc.), and author’s purpose. Creating a Literate Environment

Assessment, Diagnosis, and Evaluation Reading John is a very fluent reader. He uses phonemic awareness, word identification and vocabulary to help him read fluently. John also used contextual clues, prediction, and confirm/disconfirm strategies to read through difficult portions of the text. John’s observed reading showed that his language sense was at 94% and his word substitution was very high as well : 89% for graphic similarity and 87% for sound similarity. Overall, John’s reading demonstrates that he has many qualities of a proficient reader.

John’s comprehension skills were much lower than expected. He received an average of only 62/100 on his retelling guides. John did show that he was reading for meaning through repetitions, insertions, and substitutions. John could recall important details about events and actions. Assessment, Diagnosis, and Evaluation Retelling – Aided & Unaided John missed important details about characters and setting, specifically character traits and setting locations. John’s thematic ideas were lacking, possibly from his phonics based literacy instruction. John could benefit from comprehension instruction and vocabulary expansion.

John’s strategies demonstrate the instruction he received  focus on fluency. Assessment, Diagnosis, and Evaluation Overall Analysis John’s school environment does not foster lifelong reading in a way that he is able to grasp onto, and therefore he chooses not to read. In a sub skills approach, the texts are given without theme and specific details  John lacks both details and ideas about theme.

Summarize text; include sequence of main events Use main idea and supporting details to determine importance Determine and analyze author’s purpose and support with text Recognize literacy elements (genre, plot, character, setting, problem/resolution, theme) Recognize and explain cause-and-effect relationships Compare and contrast within and between texts Summarize text; include sequence of main events Use main idea and supporting details to determine importance Determine and analyze author’s purpose and support with text Recognize literacy elements (genre, plot, character, setting, problem/resolution, theme) Recognize and explain cause-and-effect relationships Compare and contrast within and between texts

Use prior knowledge and context to predict and confirm meaning Ask someone to define the word Use dictionaries, thesauruses, and glossaries as tools Use prior knowledge and context to predict and confirm meaning Ask someone to define the word Use dictionaries, thesauruses, and glossaries as tools

(Boushey & Moser, 2009)

Word Collector for Expanding Vocabulary Word Collector for Expanding Vocabulary (Boushey & Moser, 2009)

Initial teaching of literacy can later affect a student’s views and abilities in literacy. – Ex. John was taught using the “Hooked on Phonics” program, which focuses on fluency. Therefore, John lacks comprehension skills. Teachers should promote positive skills towards becoming life-long learners in all situations at all ages.

The background of a student’s literacy development undoubtedly affects their feelings and opinions towards reading, as well as the strategies they use to help them read, write, listen and speak. Teachers need to take this into consideration when planning and implementing lessons.

Holistic Theory of Reading – Readers have knowledge about language and their worlds. Slight changes students make in reading. For John, particularly omissions and ending changes, are not necessarily wrong. They represent the student’s ability to show personal construction of meaning and linking their own personal background to the text based on their expectations of the text itself.

Changing attitudes towards literacy – For older students, it is difficult to change the feelings towards reading and literacy. – For John, he reads to please, not because he wants to. – We believe that this is because of his lack of quality instruction that focused on meaning and comprehension as the core of reading. – The purpose of reading was to read fluently, therefore, in John’s eyes, why should he continue reading, when he is a fluent reader now?

It is our job as teachers to recognize the struggles of our readers, and teach students strategies in order to boost their confidence and liking towards reading. Not only do we need to teach the strategies but we also need to teach how to use the strategies effectively. There needs to be continuous purpose and motivation involved for the children to want to read.

Teachers must always keep in mind the need for diversity in the classroom. – Students come from all different backgrounds and places. – We as teachers need to provide a vast variety of texts and levels for our students to have exposure to and engage with. – Not every student will be interested in the same books, nor will they take away the same information and feelings from a text as another student may.

Use of text in authentic ways is critical. (Holistic reading) – By allowing students to have choices, it will give them an opportunity to see that reading can be enjoyable, and the students may be more likely willing to read the books that are assigned as a part of the curriculum. – By providing students with the chance to pick something of interest to them, they can connect with the text more easily and use their cultural background to help create meaning that links to their own lives.

Collaboration – Opens new doors – Allows us to look at the case study from multiple perspectives – Build off of one another – We, as teachers, should be the backbone and support for our students, as our colleagues are for us

In conclusion: – This case study of John has taught us much about how a miscue analysis can be implemented, interpreted, and used to better pinpoint the needs of struggling readers. – As a result, it assists us, as teachers, to better design lessons and strategies to instruct and support our students as readers and literacy learners.

1.BIMOR 2.The Tell Tale Heart Miscue 3.Statistical Analysis of The Tell Tale Heart 4.Retelling guide from The Tell Tale Heart 5.Reader Profile from The Tell Tale Heart 6.The Man Who Loved Flowers Miscue 7.Statistical Analysis of The Man Who Loved Flowers 8.Retelling Guide from The Man Who Loved Flowers 9.Reader Profile from The Man Who Loved Flowers Appendices

References Boushey, G, & Moser, J. (2009). The CAFE book: Engaging all students in daily literacy assessment & instruction. Portland, OR: Stenhouse Publishers. Goodman, K. (1996). On reading. New York, NY: Scholastic Inc. Goodman, Y., Watson, D., & Burke,C. (2005). Reading miscue inventory: From evaluation to instruction. New York, NY: Richard C. Owens Publishers, Inc. King, S. (1979). The man who loves flowers. New York, NY: Doubleday. Paulson, E. J. & Freeman, A.E. (2003). Insights from the eyes: The science of effective reading instruction. Portsmouth, NH: Heinemann. Poe, E.A. (1843). The tell tale heart. New York, NY: Franklin Watts, Inc.