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Clinical Review: The Reading Miscue Inventory

A Promising Approach to Diagnosis of the Reading-Disabled

Assistant Professor, Department of Curriculum and Instruction, Georgia State University, Atlanta, Ga. 30303

Reading Miscue Inventory—RMI—opens avenues of dealing with the reading process in a scientific and process-oriented fashion which can lead to further refining of the theoretical base upon which reading is founded as well as pro viding diagnostic information for use by reading specialists. From such information, reading specialists are able to develop remediation on an individualized basis. Appropriate materials, pro cedures, and practices are developed from the qualitative analysis of miscues rather than from the information provided by standardized achievement or diagnostic reading tests. Insights are gained regarding a child's ability to use the complex process of reading. Remediation of dis ability, at the appropriate place in the process, is based on assumptions regarding the inter relationship of thought and language.

Reading specialists are looking to psycho- linguists for theoretical bases upon which to build models of the reading process. Qualitative miscue analysis is based upon recently pro posed notions of the psycholinguistic nature of reading. Common concepts and understanding regarding reading and assessment of reading disability may facilitate learning disability teams in their diagnostic and remedial procedures.

Until recently, these discussions have occurred mainly in reading-related research and in educa tion circles, but learning disabilities teams are beginning to participate in the refining and clarifying of these notions of assessment and remediation. Regardless of the eventual outcome, the necessity for considering these views is basic to a fuller understanding of ways in which learning-disabled children may be helped.

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