Background: Oral-reading miscue analysis (MA) is a tool for describing and interpreting a reader's patterns of behavior when interacting with authentic reading material. Traditionally, selected reading materials are restricted to professionally or commercially edited texts reflecting conventionalized spelling and grammar. The aim of this study is to add to the existing MA taxonomy to allow for analysis of children reading their own texts. Methods: Thirty oral readings from 23 participants, 6 female and 17 male, age range 7 to 12 years, were analyzed from archived clinical data. The data consisted of oral readings of child-authored texts subjected to MA coding procedures. Using qualitative analysis methods, we describe the patterns produced and propose expanding MA taxonomy to more effectively account for the behaviors observed when children read self-authored texts. Results: Three additional MA codes were identified and proposed for use based on the results. These additional codes are invented spelling, grammatical changes, and expanded content. These codes are specific to the self-authored read-aloud activity and describe behaviors not accounted for in other MA codes. Discussion: When children read aloud their own self-authored texts, they frequently encounter unconventional grammar and spelling that elicit novel patterns of behavior not captured using traditional MA procedures. Expanding MA taxonomy allows for investigation of novel behaviors observed in children's reading of their own writing, providing further insight into the cognitive and linguistic processes of readers. Clinical and research implications include connecting proposed MA extensions to future research into the reciprocal nature of emergent literacy, specifically the role of linguistic background knowledge and content-specific knowledge in the construction of meaning.
Koch et al. (2026) studied this question.