Cues, Cueing and Miscues: A Bibliography

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

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. (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.

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.

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

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.

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.

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

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

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.

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

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.

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.

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.

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.

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

Strauss, S. L. (2009). Towards a sociopsychoneuro-linguistic 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.

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