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Miscue analysis is necessary because other kinds of reading test scores aren't of great help. It should be used at least twice a year or when information is needed on a student.

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Students who have reading needs or information is needed on them are the individuals that teachers should be choosing for miscue analysis. If the user is a novice, they should not be using a student with complex/many miscues, though.

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Should be:
-Complete text
-Unfamiliar and not practiced, but includes familiar concepts
-Difficult enough to challenge, but not so difficult that they can't keep going independently

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Choice of material:
-Based on the goals of the teacher/researcher
-Any genre
-Fiction must have a story line, plot, and theme
-Non-fiction must develop at least one concept thoroughly

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Length of material:
-Depends on the age of the reader and purpose of analysis
-Upper elementary and older should be 500 words minimum
-Shorter material means two or three selections

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Materials need to gain students' attention and contain places for likely miscues.

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Keep materials for miscue analysis away from other materials so students have not read the materials

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After using a material over time, the places that readers miscue are clear. That information is analyzed which reveals the complexity and appropriateness of the text for miscue analysis and classroom instruction

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The goal is to not avoid potential challenges with text, but to know how students respond to different kinds of texts

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We learn about a students' oral language and experience with written language to determine if a text is supportive

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Some features that might make a text considered difficult are:
-unpredictable beginnings
-breaks in the tradition sequence of events
-irrelevant information to the entire text
-unusual punctuation or print
-unfamiliar language features
-new and unfamiliar information

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Prepared for the classroom procedure and in-depth procedure
Original text and typescript should look as much alike as possible
Space between the lines of print to record miscues

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Be flexible with the form and use
Parallel stories not the exact language
Specific information: facts, events, details, incidents, and conditions
Generalizations: drawn from interrelation of specific information as they relate to the topic
Concepts: universal views abstracted from generalizations

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Atmosphere is informal and friendly
Tell student what they are being asked to read aloud
Reminds them they're being recorded and encourage them to read as if they're reading alone
Tell reader they won't receive help or be given suggestions

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1. They aren't making enough miscues for analysis
2. They're unable to continue independently