| Research conducted on miscue analysis has provided evidence that miscues may be predictive of students' future reading skills as well as an indicator of students' use of the grapho-phonic and/or contextual cueing systems. This study was conducted to answer two questions: First, whether specific miscues account for significant variance in student's Curriculum-Based Measurement (CBM; Deno, 1985) read-aloud data; and second, to determine if validated measures of letter word recognition and comprehension could account for additional variance above specific miscues identified as significant predictors. This study was conducted using a sample of 103 struggling readers in Grades 1-12. The students' combined words read correctly from two CBM passages were the criterion used for the multiple regression analysis. Miscues, as defined by the Subskill Analysis of Reading Fluency (SARF; Scullen et al. 2006), were identified in the students' read-alouds. Multiple regression analysis was conducted on the group as a whole as well as groupings by grades. The miscues of Miscue Disrupted, Omission Inconsistent, Word Given and Repetition were found to account for significant variance in the oral reading proficiency of the whole group and grade level groups. The letter word subtest did not account for any significant variance, while the comprehension subtest was significant in the whole group and Grade 4-6 group. Results of this study suggest that miscue analysis has the potential for providing teachers with additional information regarding the student's phase of word learning, which may lead to targeted instructional design. |
