Abstract

This study explores the reading process of a beginning reader. Data includes the use of miscue analysis as a reading assessment tool to explore how a first grader navigates various text selections to construct meaning. The authors suggest that using miscue analysis as an alternative assessment tool provides a detailed picture of reader strategies for teachers in supporting students decoding and comprehension strategies. The authors also recommend that using miscue analysis in the classroom provides opportunities to support beginning readers and help in their development as literacy learners.