Cues, Cueing and Miscues: A Bibliography

Compiled by Jill Kerper Mora, Ed.D.
San Diego State University

Aaron, P. G., Joshi, R. M., Ayotollah, M., Ellsberry, A. H., Janet, & Lindsey, K. A. (1999). Decoding and sight-word naming: Are they independent components of word recognition skill? Reading & Writing: An Interdisciplinary Journal, 11, 89-127.

Adams, M. J. (1980). Failures to comprehend and levels of processing. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension: Perspectives from cognitive psychology, linguistics, artificial intelligence, and education (pp. 11-32). Lawrence Erlbaum Associates.

Adams, M. J. (1994). Making the connections between word recognition and reading. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (Fourth ed., pp. 838-863). International Reading Association.

Adams, M. J. (1998). The three-cueing system. In J. Osborn & F. Lehr (Eds.), Literacy for all: Issues in teaching and learning (pp. 73-99). The Guilford Press.

Apel, K., Henbest, V. S., & Masterson, J. (2019). Orthographic knowledge: Clarifications, challenges, and future directions. Reading & Writing, 32, 873-889.

Apel, K. (2011). What is orthographic knowledge. Language, Speech and Hearing Services in Schools, 42(October), 592-603.

Arciuli, J. (2018). Reading as statistical learning. Language, Speech and Hearing Services in Schools, 49, 634-643.

Bacon, H. R. K., Jean, & Byfield, L. G. (2025). Centering reading instruction on readers: Learning from Kevin. Talking Points: Perspectives on Meaning-Centered Reading, 37(1), 3-11.

Beardsley, G. (1982). Context cues in early reading. Journal of Research in Reading, 5(2), 101-112.

Beatty, L., & Care, E. (2009). Learning from their miscues: Differences across reading ability and text difficulty. Australian Journal of Language and Literacy, 32(3), 226-244.

Briceño, A., & Klein, A. F. (2019). A second lens on formative reading assessment with multilingual students. The Reading Teacher, 72(5), 611-621. https://doi.org/10.1002/trtr.1774

Briceño, A., & Klein, A. F. (2018). Running records and first grade English learners: An analysis of language related errors. Reading Psychology, 39, 335-361.

Brown, J., Kim, K., & O’Brien Ramirez, K. (2011). What a teacher hears, what a reader sees: Eye movements from a phonics-taught second grader. Journal of Early Childhood Literacy, 12(2), 202-222. https://doi.org/10.1177/1468798411417081

Carton, A. S. (1971). Inferencing: A process in using and learning language. In P. Pimsleur & T. Quinn (Eds.), The psychology of second language learning (pp. 45-58). Cambridge University Press.

Cole, A. D. (2006). Scaffolding beginning readers: Micro and macro cues teachers use during student oral reading. The Reading Teacher, 15(5), 450-459.

Conrad, N. J., & Deacon, S. H. (2022). Print learning: A theoretical framework for the role of children’s learning about the orthography in the development of reading skill. Reading Research Quarterly, 58(1), 113-125.

Davenport, R. M. (2002). Miscues, not mistakes: Reading assessment in the classroom. Heinemann.

Deacon, S. H. (2011). Sounds, letters and meanings: The independent influences of phonological, morphological and orthographic skills on early word reading accuracy. Journal of Research in Reading, 35(4), 456-475.

Dijkstra, T., & Van Heuven, W. J. (2002). The architecture of the bilingual word recognition system: From identification to decision. Bilingualism: Language and Cognition, 5(3), 175-197. https://doi.org/10.1017/S1366728902003012

Ebe, A. (2008). What eye movement and miscue analysis reveals about the reading process of young bilinguals. In A. D. Flurkey, E. J. Paulson, & K. S. Goodman (Eds.), Scientific realism in studies of reading (pp. 131-149). Routledge.

Davenport, R. M. (2002). Miscues, not mistakes: Reading assessment in the classroom. Heinemann.

Flurkey, A. D., Goodman, D., & Murphy, K. (2021). Miscue analysis and a reading revolution. Talking Points: Perspectives on Meaning-Centered Reading, 32(2), 1-13.

Fries, P. H. (2008). Words, context, and meaning in reading. In A. D. Flurkey, E. J. Paulson, & K. S. Goodman (Eds.), Scientific realism in studies of reading (pp. 53-82). Routledge.

Goodman, K. S. (2008). Miscue analysis as scientific realism. In A. D. Flurkey, E. J. Paulson, & K. S. Goodman (Eds.), Scientific realism in studies of reading (pp. 3-21). Routledge Taylor & Francis Group.

Goodman, K. S. (2003). To err is human: Learning about language processes by analyzing miscues. In A. D. Flurkey & J. Xu (Eds.), On the revolution of reading: The selected writings of Kenneth S. Goodman (pp. 233-245). Heinemann.

Goodman, K. S. (1971). Decoding–From code to what? Journal of Reading, 14(7), 455-462.

Goodman, K. S. (1967). Word perception: Linguistic bases. Education, 87(May), 539-543.

Goodman, K. S. (1965). A linguistic study of cues and miscues in reading. Elementary English, 42(6), 639-643.

Goodman, K. S. (1964, February 19–21, 1964). A linguistic study of cues and miscues in reading. American Educational Research Association, Chicago.

Goodman, K., Fries, P. H., & Strauss, S. L. (2016). Reading‒The grand illusion: How and why people make sense of print. Routledge.

Hanna, P. R., Hanna, S., Hodges, R. E., & Rudolf, E. H. (1966). Phoneme-grapheme correspondences as cues to spelling improvement. Washington, D.C.: Department of Health, Education, and Welfare.

Huey, E. B. (1908). The psychology and pedagogy of reading. Macmillan.

Hung, Y. N. (2021). The science of reading: The eyes cannot lie. International Journal of Education & Literacy Studies, 26-31. http://dx.doi.org/10.7575/aiac.ijels.v.9n.4p.26

Jegerski, J. (2021). Krashen and second language processing. Foreign Language Annals, 54, 318-323.

Kaan, E., & Grüter, T. (2021). Cue reliability and utility in L1 predictive processing. In E. Kaan & T. Grüter (Eds.), Prediction in second language processing and learning (pp. 7-11). John Benjamins Publishing Company.

Kabuto, B. (2016). A socio-psycholinguistic perspective on biliteracy: The use of miscue analysis as a culturally relevant assessment tool. Reading Horizons, 56(1).

Khansir, A. A. (2012). Error analysis and second language acquisition. Theory and Practice in Language Studies, 2(5), 1027–1032.

Kearnes, D. M., & Cooper Borkenhagen, M. J. (2024). Following the rules in an unruly writing system: The cognitive science of learning to read English. The Reading Teacher, 77(5), 712-726. https://doi.org/10.1002/trtr.2299

Laing, S. P. (2002). Miscue analysis in school-age children. American Journal of Speech-Language Pathology, 11, 407-416.

Lichtman, K., & VanPatten, B. (2021). Was Krashen right? Forty years later. Foreign Language Annals, 54, 283-305.

Liwanag, M. P. S. U., Martens, P., & Pelatti, C. Y. (2017). Examining a reader’s meaning-making process of picture books using eye movement miscue analysis. Literacy Research: Theory, Method and Practice, 66, 248-263.

Marchbanks, G., & Levin, H. (1965). Cues by which children recognize words. Journal of Experimental Child Psychology, 56, 57-61.

McGee, L. M., Kim, H., Nelson, K. S., & Fried, M. D. (2015). Change over time in first graders’ strategic use of information at point of difficulty in reading. Reading Research Quarterly, 50(3), 263-291. https://doi.org/10.1002/rrq.98

McKenna, M. C., & Picard, M. C. (2006). Revisiting the role of miscue analysis in effective teaching. The Reading Teacher, 60(4), 378-380.

Mudre, L. H., & McCormick, S. (1989). Effects of meaning-focused cues on underachieving readers’ context use: Self-correction and literal comprehension. Reading Research Quarterly, 24(1), 89-113.

Nicholas, M., & Bradbury, O. (2026). A review of the three-cueing system: Correcting a misunderstanding about the reading process. Reading & Writing Quarterly, 4(July), 1–24. https://doi.org/10.1080/10573569.2026.2685142

Nicholson, T., Bailey, J., & McArthur, J. (2006). Context cues in reading: The gap between research and popular opinion. Journal of Reading, Writing, and Learning Disabilities International, 7(1), 33-41.

Nguyen, T. Q., Pickren, S. E., & Saha, N. M. C., Laurie E. (2020). Executive functions and components of oral reading fluency through the lens of text complexity. Reading & Writing, 33, 1037-1073. https://doi.org/10.1007/s11145-020-10020-w

Parault Dowds, S. J., Haverback, H. R., & Parkinson, M. M. (2016). Classifying the context clues in children’s text. The Journal of Experimental Education, 84(1), 1-22.

Paulson, E. J. (2002). Are oral reading word omissions and substitutions caused by careless eye movements? Reading Psychology, 23(1), 45-66.

Pearson, P. D. (1976). A psycholinguistic model of reading. Language Arts, 53(3), 309-314.

Qi, Z., Sánchez Araujo, Y., Georgan, W. C., Gabrieli, J. D. E., & Arciuli, J. (2019). Hearing matters more than seeing: A cross-modality study of statistical learning and reading ability. Scientific Studies of Reading, 23(1), 101-115. https://doi.org/10.1080/10888438.2018.1485680

Rayner, K. (1988). Word recognition cues in children: The relative use of graphemic cues, orthographic cues, and grapheme-phoneme correspondence rules. Journal of Educational Psychology, 80(4), 473-479.

Raudszus, H., Segers, E., & Verhoeven, L. (2021). Use of morphological and contextual cues in children’s lexical inferencing in L1 and L2. Reading & Writing, 34, 1513-1538. https://doi.org/10.1007/s11145-021-10122-z

Rayner, K., & Hagelberg, E. M. (1975). Word recognition cues for beginning and skilled readers. Journal of Educational Psychology, 20(444-455).

Rodríguez-Brown, F. V., & Yirchott, L. S. (1980, December 1983). A comparative analysis of oral reading miscues made by monolingual versus bilingual students American Educational Research Association, Boston, MA. https://hdl.handle.net/2027/uiug.30112106689158

Schwartz, A. I., Kroll, J. F., & Diaz, M. (2007). Reading words in Spanish and English: Mapping orthography to phonology in two languages. Language and Cognitive Processes, 22(1), 106–129.

Siegelman, N., Rueckl, J. G., Steacy, L. M., Frost, S. J., van den Bunt, M., Zevin, J. D., Seidenberg, M. S., Pugh, K. R., Compton, D. L., & Morris, R. D. (2020). Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills. Journal of Memory and Language, 114, 104145. https://doi.org/10.1016/j.jml.2020.104145

Smith, J. E. (2018). Re-engineering national reading policy, pedagogy and professional development: The case of a Simple View of Meaningful Reading. Teacher Education Advancement Network Journal, 10(2), 65–80.

Storkel, H. L. (2001). Learning new words: Phonotactic probability in language development. Journal of Speech, Language and Hearing Research, 44(December), 1321-1337.

Storkel, H. L. (2003). Learning new words II: Phonotactic probability in verb learning. Journal of Speech, Language and Hearing Research, 46(December), 1312-1233.

Strauss, S. L. (2009). Towards a sociopsychoneurolinguistic model of reading. In P. L. Anders (Ed.), Defying convention, inventing the future in literacy research and practice. (pp. 17-36). Taylor & Francis Group.

Strauss, S. L. (2005). The linguistics, neurology, and politics of phonics: Silent “E” speaks out. Lawrence Erlbaum.

Strauss, S. L., Goodman, K. S., & Paulson, E. J. (2009). Brain research and reading: How emerging concepts in neuroscience support a meaning construction view of the reading process. Educational Research and Review, 4(2), 021-033.

Stuart, M., Stainthorp, R., & Snowling, M. (2008). Literacy as a complex activity: Deconstructing the Simple View of Reading. Literacy, 42(2), 59–66.

Weber, R.-M. (1970). A linguistic analysis of first-grade reading errors. Reading Research Quarterly, 5(3), 427-451.

Williams, J. L. (2024). Getting history right: The tale of three-cueing. The Journal of Reading Recovery, 24, 17-28. https://readingrecovery.org/wp-content/uploads/2024/11/Getting-history-right_The-tale-of-three-cueing-by-Jeff-Williams-1.pdf

Zargar, E., Adams, A. M., & Conno, C. M. (2020). The relations between children’s comprehension monitoring and their reading comprehension and vocabulary knowledge: An eye-movement study. Reading and Writing, 33, 511-545.

Zoeller, E., & Briceño, A. (2022). An asset-based practice for teaching bilingual readers. The Reading Teacher, 76(1), 92-96.

Zoeller, E., & Briceño, A. (2021). Teaching Transleyendo. Texas Journal of Literacy Education, 9(1), 45-64.