Take-aways and more teaching advice from Retrospective Miscue Analysis book

Here are additional take-aways and bits of teaching advice...

1. When students finish reading, always focus on what they understand before discussing any other aspect of reading. Follow this by asking what, if anything, gave students trouble. 
2. If a reader pauses at an unknown word, wait it out, and watch what they do.
3. If a reader asks for the meaning of a word, instead of providing the answer, ask them what they think should go in that place. If they make a reasonable guess, they can move on. If the guess is not reasonable or they won't make a guess, encourage them to keep reading. Watch what they do when they see the word again or when they make sense of the meaning.
4. Text selection is key.
5. Gaining control of the reading process may be a light switch that flips on, or a gradual zigzag.
6. "Matching" is a good way to talk about reproduction of the letters/sounds. Did what the reader say out loud match what was written?
7. Miscue analysis is a problem-solving, inquiry-oriented experience. It can't be turned into a formula and will lose power if procedures are followed slavishly.
8. After the first 200 words of a text, a reader starts to make more effective predictions.
9. Don't underestimate the ability of any reader to read a substantial amount of text (500 words is a minimum to gain understanding).
10. Students assume that they have said something incorrect if the teacher asks a follow-up question.