Many effective classroom teachers profess reluctance to use miscue analysis, either because they experience interference by their previous use of informal reading inventory procedures or because they find the procedures for miscue analysis too involved for use in the classroom. Such teachers need a brief explanation of the psycholinguistic function of reading and a manageable classroom procedure. "Adapted Miscue Analysis" fulfills this need by combining the notational practices and some of the scoring elements of the informal reading inventory with an analytical emphasis on meaning, analysis of the reader's psycholinguistic strategies, and assessment of comprehension within the reader's own cognitive framework. In this way, adapted miscue analysis allows teachers to use as much of the procedures as they require or feel to be appropriate, combining informal observations with systematically collected data. (RL)