Miscue analysis has been used by teachers and reading specialists for more than 30 years. Its purpose is to reveal strengths and weaknesses in how children process text and thereby inform instruction for individual learners. But is it still a useful approach? The authors assert that miscue analysis can indeed be a useful tool, though not for all the reasons its advocates have asserted over the years. Instead, educators should use miscue analysis more narrowly to monitor children's use of particular strategies during reading, particularly as they move from context dependency to automatic decoding.