Expanding on the original "Miscue Inventory," this book examines various miscue analysis procedures and discusses how they provide teachers with effective methods for understanding and measuring students' reading processes. The chapters are divided into three parts, focusing on miscue analysis and the reading process, miscue analysis procedures, and miscue analysis and curriculum development. Respectively, chapters discuss (1) the importance of miscue analysis for reading professionals, the historical development of miscue analysis procedures, a recommendation for self-monitoring the reading process, and a student whose oral reading is used as an example throughout the book; (2) the reading model developed by Kenneth Goodman; (3) the collection, organization, and marking of miscue analysis data; (4) questions used in miscue analysis; (5) an alternative procedure for miscue analysis; (6) three more alternative procedures including information on miscue selection for coding, question usage, scoring the retelling, forms for miscue coding and retelling, and calculation of statistical information; (7) three models of reading instruction and the essentials of a whole language reading program; and (8) how the information gained through miscue analysis might be used as the basis for a reading program. Appendixes include a summary of procedures, Gordon's miscue analysis, blank forms used in various procedures, and previous miscue analysis formats. (JD)