INONU UNIVERSITY JOURNAL OF THE FACULTY OF EDUCATION December 2011 ♦ Special Issue/Volume 12, Issue 3, pp. 79-96 ISSN: 1300–2899 © 2011 Inonu University Faculty of Education Evaluation of Hearing Impaired and Normal Hearing Students’ Reading Miscues by Miscue Analysis H. Pelin KARASU Anadolu University, Applied Research Center for the Education of Hearing Impaired Children Ümit GİRGİN Anadolu University, Applied Research Center for the Education of Hearing Impaired Children Yıldız UZUNER Anadolu University, School for the Handicapped Abstract Reading miscues provide information to the readers about language cueing systems and reading strategies for understanding of the text. This study aims to examine miscues in story reading of hearing impaired children who use cochlear implants and normal hearing children. 24 cochlear implant users and 24 normal hearing students were the participants of the study. Implant users were educated in a Natural Auditory/Oral educational environment. Normal hearing children attended at a regular mainstream primary school. Miscue analysis was used to evaluate miscues of the children. In the context of miscue analysis syntax, semantics, pragmatics, graphophonics which constitute language cueing systems and retelling scores were evaluated. Results of the study indicated that implanted children who had Natural Auditory/Oral education could read by using reading comprehension strategies. They were able to use syntax, semantics, pragmatics, graphophonics in reading comprehension. They had similar miscues as hearing children but their miscue rate was higher. Keywords: Miscue analysis, reading comprehension, Informal Reading Inventory, cochlear implants, Natural Auditory/Oral Approach SUMMARY The purpose of reading is not decoding the words correctly but to comprehend the text. Language cueing systems which consist of syntax, semantics, pragmatics, graphophonics are required in reading comprehension. They should be working in harmony and must provide the necessary information to the reader in a balanced way. Reading miscues are observed during the oral reading as reading different words in the text, not reading the word in the text or adding a new word to the text which is all unexpected. These miscues can occur while reading to oneself. Every reader may have these miscues regardless of his/her reading level.