Kelsey Ramirez

EDCS 647

Miscue Analysis/ Intervention Plan

Description of Student

Background

This report is based on a second grade student who currently does not have a diagnosis

of a disability, but is receiving special education services in a small group setting. She was

determined to be eligible for special education services under the category Developmental Delay

in 2013. This student was adopted by her aunt and uncle when she was one year old. From birth

to the time she was adopted, the students nutrition was unknown. Parents feel that the lack of

proper nutrition early on has impacted her ability to make adequate progress in development.

Although this student has made significant improvement in literacy, mathematics, articulation,

and social skills since 2013, she continues to work on achieving grade level standards.

Student Strength/ Needs

Strengths Needs
- Identify all letter names and sounds - Identify and manipulate initial/ final

- Decode VC and CVC words sounds

- Read 182/300 Frys Sight Words (2nd - Grade level sight words

grade) - Reading fluency

- Sometimes able to answer WH - Answer WH questions after reading a

questions after reading a short passage text independently

(who, what, where, when, why)

- Retell a story in sequence including key

 details

Reason Behind Selection

I chose to analyze this students miscues to determine the type of interventions needed to

increase her ability to read more fluently. She often rushes through reading a text, which impacts

her word accuracy and comprehension. With this information we can provide her with the tools

she needs to meet grade level standards and increase her self-esteem as a reader.

Miscue Errors

Reading Text

Title of Text: Mouse in a House

Level: 1st Grade/ Independent Level Date: 11/24/15

Miscues Self-Corrects
Lin
M = Meaning cue M = Meaning cue
Reading Performance
e S = Structure Cue S = Structure Cue

V = Visual Cue V = Visual Cue

1 As Once there was a mouse. S
2 He lived in a wall on of an old house. M V
3 Each night he mouse went to the kitchen.
4 He wanted to find something to eat.
5 The man who lived in the house heard the mouse.
6 He knew the mouse lived in the wall.
7 But he did not didnt mind. V
8 Then one day the man decided to sall sell the house. S V
9 He loved the old house.
10 But it was too big.
11 He put an ad in the paper.
12 It said, 100-years-old house for sale. S
13 Call 224-3414.
14 Many people called and wanted to visit the house.
15 Two people came on Sunday.
16 They walked up to the old stairs. M S
17 When they got to the top, the mouse ran down the
 wall.
18 He ran up and down the inside of the wall. S
19 Up and down. S
20 The people heard the mouse.
21 They said, We dont want the afraid house. S
22 The mouse was very happy.
23 He was afraid that new people would try to get rid

of him.
24 Every time someone visited the house, the mouse

would do the same thing.

25 He would run up and down the wall between the

first and second floors.

26 Every time, the people left without buying the

house.
27 Then a family cames to see the house. S
28 The house was just the right size for them.
29 When they walked up the stairs, the mouse ran up

and down the wall.

30 They heard him and said, Oh, you have a mouse.
31 We love the house so much well buy it, mouse and

all.

Miscue Data

MISCUES SELF-CORRECTIONS
Meaning 2 18% 0 0%
Structure 7 64% 1 50%
Visual 2 18% 1 50%

Miscue Category Data

Mispronunciation on vs. of; did not vs. didnt; sall vs. sell; years vs. year
Omission the; and
Teacher-given
Pausing the/house; the/old;
Repetition
Insertion afraid;
Reversal
 Substitution AsOnce

Interpretation of Results

Results show that 64% of miscues were structure related and 18% of miscues were

meaning and visual related. The student also self-corrected using structure and visual cues.

Results also show that the student mispronounced the following types of words: vowel-

consonant (VC), contractions, short e, and singular/plural nouns. The omission, pausing,

insertion, and substitution miscues show a need for continued instruction on sentence structure.

Plan

Instructional Strategies/ Evidence-based Practices

- Direct Instruction This approach to teaching provides student with explicit or guided

instruction on the targeted focus. This student would benefit from explicit instruction on

all her needs listed in the interpretation of results. She needs small group or one-on-one

instruction on each topic followed by repeated practice.

- Elkonin Boxes This strategy helps to teach phonemic awareness in a tactile way. It

provides students with visual tool to help segment individual phonemes in words. This

student would benefit from this strategy. She had difficulty reading VC and short e

words. Lessons to address words with two or more letters would increase her word

accuracy.

- Words Their Way: Picture/Word Sorts In the program Words Their Way

picture/word sorts help students engage in word study through the tactile movement of

picture or word chips. Students sort these chips into categories either through

exploration or with pre-determined categories provided by the teacher. Picture/ word

 sorts would help this student visually categorize different word patterns such as

contraction, short vowel sounds, or singular/plural nouns.

- File Folder Games These games provide students with a fun and multi-sensory way to

practice a variety of skills. After direct instruction on topics such as contractions,

singular/plural nouns, or sentence structure, this student would need a way to have

repeated practice. The game can be created with any theme to align with the students

interests.

Progress Monitoring

Week 1 Week 2 Week 3 Week 4 Week 5

Miscue Category
____WPM ____WPM ____WPM ____WPM ____WPM
Mispronunciatio

n
Omission
Teacher-given
Pausing
Repetition
Insertion
Reversal

To monitor progress, a miscue analysis will be made each week to determine reading

fluency, word accuracy, and effectiveness of instructional strategies/ evidence-based practices.

Reflection

In conclusion I feel that this plan will help to increase phonemic awareness, reading

fluency, word accuracy, and comprehension skills. The miscue analysis determined the exact

needs of the student while reading a text at an independent level. The instructional strategies
shared will address these needs with explicit instruction and repeated practice. The progress

monitoring plan will determine the effectiveness of the instructional strategies. It will also show

new needs overtime when the student begins reading grade-leveled texts. Overall, I feel that this

plan would be user-friendly and easy to implement in a classroom setting. With assessments,

interventions, and repeated practice I believe this student would eventually meet grade-level

standards.