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There is no simple one to one correspondence between the letters and sounds.

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How much does the miscue sound like the expected response?

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The OR and ER are compared visually to determine likes and dislikes .

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Readers do not use all the available graphophonic information in a text.

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The graphophonic system includes graphic cues.

How much does the miscue look like a text word?

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Occur when a reader produces a sound, even an initial syllable or two, but doesn't provide enough information to determine grammatical function or word meaning.

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Is considered in relation to the quality of the miscue produced.

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Not all miscues need to be corrected

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Is the miscue corrected?

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Variation in language resulting from geography, social status, or cultural influence.

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Does the miscue change the meaning of the entire text? 

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Does the miscue change the meaning of the entire text? 

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Meaning change is evaluated only for sentences that are fully syntactically and semantically acceptable.

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Answers to the question concerning meaning change examine how much miscues retain what the observer believes to be the authors intended meaning.

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Reader's patterns sometime result in pitch, pause, or stress that differ from the observer's expectations.

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Students may have a greater understanding of what they read in their second language than is immediately evident as they are reading.

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Issues relating to Syntactic and Semantic Acceptability  

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Issues relating to Syntactic and Semantic Acceptability  

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Once a sentence is considered to be syntactically acceptable, its semantic acceptability is then evaluated.

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Semantic system of language is significant because it cues meaning in associations within a text.

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Meaning of the text

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A sentence can be syntactically acceptable if the sentence contains a subject, verb, and object in the appropriate English order.

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A sentence can have an acceptable syntactic structure without having acceptable meaning.

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The sentence should sound like language.

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Does the miscue occur in a structure that is semantically acceptable in the reader's dialect?

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Does the miscue occur in a structure that is syntactically acceptable in the readers dialect?

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Syntactic acceptability
Semantic acceptability
Meaning change
Correction
Graphic similarity
Sound similarity

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The questions being asked are considered the most significant for reader evaluation, reading research, understanding the reading process, and classroom instruction.

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is at the heart of miscue analysis

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General Procedures: Analyzing Miscues