In classrooms today, evaluation of oral reading is a common feature of reading assessments. Data from observations of oral reading factor into decisions about students' instructional reading levels. For English language learners, oral reading is likely to include miscues that stem from being in the process of acquiring a second language rather than from deficits associated with struggling readers. Through miscue analysis, teachers can gain insight into how readers construct meaning from text. Miscue analysis, as a culturally responsive assessment tool, honors the full range of linguistic resources that readers bring to the text and can inform next steps for building onto what students know and can do. In this column, we highlight important considerations for conducting miscue analysis with ELLs, and we call attention to effective instructional practices that support literacy development for second-language readers. [ABSTRACT FROM AUTHOR]