1. Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction Part 3: Miscue and Skills Analysis This document was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H326Q110005. Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this document is intended or should be inferred.

2. 2 Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction Administering Academic Progress Monitoring Data Reviewing Progress Monitoring Data Miscue and Skills Analysis Identifying Target Skills

3. 3 Purpose and Objectives Purpose: Provide an introduction to the use of miscue analysis to identify academic skill deficits for instructional planning. Objectives: 1.Learn how to analyze student miscues on Passage Reading Fluency assessments to identify error types. 2.Learn how to analyze mathematics computation errors.

4. 4 Miscue analysis within the data- based individualization (DBI) process

5. 5 Purpose of Miscue Analysis Student errors on curriculum-based measures (CBMs) can be analyzed to  Describe academic strengths and weaknesses  Help align intervention adaptations with student need

6. 6 Consider the Current Intervention First Before conducting miscue analysis, ask  Has the intervention been implemented as planned?  Is the student engaged in the intervention?  Is the progress monitoring tool at the appropriate level?

7. 7 Possible Implementation Issues  Intervention Fidelity Intensity  Dosage Duration of intervention Session length Missed sessions

8. 8 Possible Motivation Issues  Student attention to instruction  Student effort during intervention  Student effort and attention during assessment  Others?

9. 9 Miscue and Skills Analysis in Reading

10. 10 Miscue Analysis in Reading  Student reads a CBM passage out loud.  Administrator records errors.  First 10 miscues are analyzed for error type.

11. 11 Types of Errors  Graphophonetic  Syntactic  Semantic

12. 12 Graphophonetic Error  Preserves some important phonetics of the written word, even if it does not make sense.  Example: Written word is “friend,” but spoken word is “fried.”

13. 13 Syntactic Error  Preserves the grammar of the written word.  Example: “Ran” is the same part of speech as “jogged.”

14. 14 Semantic Error  Preserves the meaning of the sentence.  Example: “The woman is tall” has the same meaning as “the lady is tall.”  Practice: what is a possible semantic miscue for the written word “pony?”

15. 15 Practice: Error Types Provide an example of each error type for the underlined word in the following written sentence: Sally likes jelly on her biscuit. Possible miscues:  Graphophonetic: jolly  Syntactic: mustard  Semantic: jam

16. 16 Quick Miscue Analysis Table See handout: Reading Miscue Analysis. Written Word(s)Spoken Word(s)GraphophoneticSyntacticSemantic 1 2 3 4 5 6 7 8 9 10 Percentage

17. 17 Calculating Percentages

18. 18 Miscue Analysis Example Janet’s Passage Reading Fluency (PRF)

19. 19 Janet’s Quick Miscue Analysis Table Written Word(s)Spoken Word(s)GraphophoneticSyntacticSemantic 1 excitingextra yes – first part yes no 2 snow now yes – except initial s yes 3 trouble trains yes – first part yesno 4 learned listened yes – first and end yesno 5 forget figure yes – first and middle g yesno 6 driver door yes – first and last yesno 7 snowingsnakeyes – first partno 8 drivingdumping yes – first and end yesno 9 passengerspencils yes – first and last yesno 10 boybaby yes – first and last yes Percentage 100 %90 %20 %

20. 20 What do Janet’s errors tell us? Error TypePercentageInterpretation Graphophonetic100% Always preserves at least one sound—tries to sound out unknown words Syntactic90% Usually preserves grammar. Semantic20% Usually does not preserve meaning

21. 21 Instructional Recommendations for Janet Janet may benefit from instruction and practice to help her  Sound out all parts of a word  Self-monitor and self-correct for meaning Cloze procedure Listen to recording of own reading

22. 22 Practice: Reading Miscue Analysis Reading Miscue Analysis handout  Sample PRF passage on page 3  Quick Miscue Analysis Table on page 2

23. 23 Correct Answers Written Word(s) Spoken Word(s) GraphophoneticSyntacticSemantic 1 cancould yes- first letter only yes 2 toothatnoyes 3 cancould yes- first letter only yes 4 thisitnoyes 5 I’mI amyes 6 mythenoyes 7 inatnoyesno 8 AsWhilenoyes 9 werewas yes- first letter only yes 10 most of them theynoyes Percentage 40 %100 %90 % What have we learned about the student’s reading?

24. 24 What do the errors tell us? Error TypePercentageInterpretation Graphophonetic40% Nearly half of these errors preserved some sounds, usually the first letter. Syntactic100% All of these errors preserved grammar. Semantic90% Most of these errors preserved meaning.

25. 25 Instructional Recommendations Practice short, functional words to help the student develop fluency.  Discriminate between similar words and phrases.  Master common error words. Echo reading Writing or spelling exercises

26. 26 Error and Skills Analysis in Mathematics

27. 27 Analyzing Computation Errors  How wrong is a wrong answer?  Evaluate each numeral in the answer to look for patterns in correct and incorrect digits  Further analyze student’s work when shown

28. 28 Computation Scoring Review: Addition, Subtraction, Multiplication Score each correct digit in the answer from right to left. Example: Correct answer is 417. Student AnswerCorrect Digits 4173 4152 47471

29. 29 Scoring Review: Division Score each correct digit in the answer from left to right, with remainders scored from right to left. # R # Correct AnswerStudent AnswerCorrect Digits 36 R 13 37 R 11 26 R 232

30. 30 Scoring Review: Decimals Start at the decimal point and work outward in both directions. #. # Correct AnswerStudent AnswerCorrect Digits 83.76 8.60 84.72

31. 31 Scoring Review: Fractions Score correct digits in each part of problem (whole number, numerator, denominator) from right to left then add for total correct digits. Correct Answer Student Answer Correct Digits 2 2

32. 32 Jim’s Multi-digit Addition: Example 1 Correct Answer:Jim’s Answer: __ 2 Correct Digits (2 CD) What does this answer tell us about Jim’s skills?

33. 33 Jim’s Multi-digit Addition: Example 2 Correct Answer:Jim’s Answer: _ _ 2 Correct Digits (2 CD) How did Jim do on this problem? What instructional recommendations would you make?

34. 34 Comparing Different Answers to the Same Problem: Subtraction __ _ _ Student A: 4 CD __ _ Student B: 3 CD __ Student C: 2 CD What might Student B know that Student C does not? How might your instructional decisions differ for these students?

35. 35 Martha’s Multiplication with Decimals Correct Answer: 4 CD Martha’s Answer: 0 CD How would you help Martha?

36. 36 Let’s Practice  Score the correct digits in each student response to complete the table on page 1 of the handout.  Answer the questions on page 2 of the handout. See handout: Computation Error Analysis Practice.

37. 37 Scoring Check: Items 1-3 Item Correct Answer Student 1Student 2 AnswerCDAnswerCD 142064 1 9 624 2 0 73 271647 2 4 427 2 6 43 3811 808 21

38. 38 Scoring Check: Items 4-6 Item Correct Answer Student 1Student 2 AnswerCDAnswerCD 45 1/34 4/604 4/31 527 R 22 72 722 1 R 22 68.27.1207.21

39. 39 What does this analysis tell us?  Whose errors were more significant?  What would be your instructional recommendations for each student?  What additional data would help plan instruction?

40. 40 Item 1 Correct Answer:Student 1:Student 2: What does Item 1 tell us about each student?

41. 41 Item 2 Correct Answer:Student 1:Student 2:

42. 42 Item 3 Correct Answer:Student 1:Student 2:

43. 43 Item 4 Correct Answer: Student 1: Student 2:

44. 44 Item 5 Correct Answer: 27R2 383 6 23 21 2 Student 1: 27 383 Student 2: 21R2 383 3 80 6 2

45. 45 Item 6 Correct Answer:Student 1:Student 2:

46. 46 What could additional data tell us?  Is this error type consistent?  Why does the student make type of error?

47. 47 Instructional Targets Student 1 Regrouping strategies Adding fractions Decimal place values Both Multiplication Division with remainders Checking work to make sure answers make sense Student 2 Basic facts accuracy Consistency in regrouping Reducing mixed fractions

48. 48 Instructional Recommendations  Explicit instruction in Consistent error types Underlying skills (e.g., single digit computation)  Additional practice with Corrective feedback Varied response formats

49. 49 In Summary Miscue Analysis Identified Student Needs Individualized Intervention

50. 50 Disclaimer This module was produced under the U.S. Department of Education, Office of Special Education Programs, Award No. H326Q110005. Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this website is intended or should be inferred.

51. 51 National Center on Intensive Intervention 1000 Thomas Jefferson Street NW Washington, DC 20007-3835 866-577-5787 www.intensiveintervention.org ncii@air.org