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Tables of Contents for Reading Miscue Inventory
Chapter/Section Title
Page #
Page Count
Preface
ix
PART I MISCUE ANALYSIS AND THE READING PROCESS
1
34
Observing the Reading Process
3
17
Purposes of Miscue Analysis
4
1
The Quest for Understanding Reading
5
2
Audiences for Miscue Analysis
7
2
Building a Personal Model of Reading
9
1
Discovering How People Read
10
10
A Holistic View of Reading: Theoretical Understandings
20
15
Theoretical Assumptions
20
4
A Holistic Model of Reading
24
11
PART II PROCEDURES FOR MISCUE ANALYSIS
35
94
General Procedures for Data Collection
37
23
Selecting Students
37
1
Selecting Materials
38
3
Preparing the Typescript
41
1
Data Collection Session
42
2
Readers' Presentations: Retellings and Other Reader Responses
44
6
Marking the Miscues on the Typescript
50
10
General Procedures for Analyzing Miscues
60
15
The Questions
60
15
Alternative Procedures for Miscue Analysis
75
32
Procedure I
75
32
Alternative Procedures II, III, IV
107
22
Procedure II
107
8
Procedure III
115
9
Procedure IV: The Reading Conference Form
124
5
PART III MISCUE ANALYSIS AND CURRICULUM DEVELOPMENT
129
44
Whole Language Reading Curriculum
131
14
Three Models of Reading Instruction
131
3
The Reading Interview
134
6
Essentials of a Whole Language Curriculum
140
3
Sketch of a Whole Language Teacher
143
2
The Reader and the Program
145
28
Reader Profile Information
145
5
Other RMI Information
150
3
Betsy as a Reader: All RMI Data
153
6
An Instructional Program for Betsy
159
14
Appendix A: Summary of Procedures
173
6
Appendix B: Gordon's Miscue Analysis
179
16
Appendix C: Blank Forms
195
26
Appendix D: Previous Miscue Analysis Formats
221
6
Bibliography and References
227
6
Subject Index
233
4
Author Index
237
2
About the Authors
239