Applying Miscue Analysis to Young Non-native Readers

Applying Miscue Analysis to Young Non-native Readers

  This paper is concerned with identifying methodological issues related to miscue analysis as a research tool applied to the reading of non-native learners and with addressing those issues. To shed light on these questions, I conduct a case study, in which one primary school student was asked to read aloud books in English. The results of this study indicate that we need to modify miscue analysis for young non-native readers, in order that research can be adequately conducted. Four methodological issues are addressed throughout the study: creating a comfortable research context, choosing the appropriate level of reading materials, marking the miscues, and interpreting the miscues. These four issues need to be carefully considered when miscue analysis is used as a method of reading research for non-native readers.