Miscue analysis was originally developed by Ken Goodman for the purpose of understanding the reading process.
Miscue analysis procedures include the collection and examination of a single and complete oral reading experience followed by a retelling.
Miscue analysis differs significantly from other laboratory-centered or experimental diagnostic and evaluative instruments in that miscue research studies reading in as natural a condition as possible, with readers orally reading authentic and complete stories they have not been exposed to before.
Although their foci are different, these studies have generally confirmed Goodman's model and theory of reading view that reading is a meaning-seeking process in which readers use graphic, phonemic, syntactic, and semantic cues to make sense of texts.
In addition, miscue analysis helps researchers/teachers evaluate reading materials, and thus provides them with an objective basis for selecting suitable texts for readers.
Miscue analysis also helps researchers/teachers analyze the oral reading of individual readers.
Studies have shown that even good readers can correctly guess words in context only one out of ten times.
[1][2][3][4] Critics of the phonics-based perspective point out that fluent readers are those who read both effectively and efficiently.