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During oral reading, students often say something other than what is actually printed in the book. Such "miscues" can be used to help teachers make decisions about upcoming reading instruction. Deviations from text during oral reading are not simply random mistakes (Goodman, 1969), but form patterns that reveal useful information about children's reading abilities. A relaxed version of miscue analysis can take as little as ten minutes to administer and score. This kind of information provides a profile of the reader's strengths and weaknesses which in turn gives important clues as to the range of strategies students use during reading.

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