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Abstract
When a reader produces a response to a written text (the observed response) that is not expected by the listener, the result is called a miscue. Using psychosociolingustic analyses of miscues in the context of an authentic text, miscue analysis provides evidence to discover how readers read. I present miscue analysis history and development and the foundational principles that led to understanding the reading process. The miscue analysis data used represents actual readers with a range of backgrounds, languages, ages and proficiencies. Teachers involved in miscue research develop their own knowledge about reading in order to develop curriculum and instruction to support readers' meaning making. When teachers engage readers in conversations about reading (retrospective miscue analysis), readers examine their own miscues and build concepts that allow them to discover their own reading strengths which leads them to revalue their abilities to make sense of print.
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