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ABSTRACT  A miscue analysis is accomplished by studying the strategies that students employ as they read aloud from an unfamiliar text. Whenever a student's rendition of a word or phrase does not match the expected response, it is called a miscue rather than an error, since the responses are, in reality, not errors, but deviations from the graphic symbols on the printed page. Thus, a miscue can be a substituted word, a mispronunciation, a correction, an additional thought, a repeti tion, etc. The writer examined the miscues of thirty randomly chosen third-year French students in four high schools. Their miscues revealed the strategies they used. Some students operated at the phonics level, attempting to ‘sound out’ the symbols without attaching any meaning to thern; others, more efficient readers, went beyond the graphics and predicted meanings as they saw the syntactic and semantic relationships in their reading.