Miscue analysis provides a unique opportunity to explore English learners’ (ELs’) oral reading from an asset‐based perspective. This article focuses on insights about eight adolescent ELs’ oral reading patterns that were gained through miscue analysis. The participants’ miscues were coded with the Reading Miscue Inventory, and participants were also interviewed about their miscues. The data illustrate how ELs use linguistic information to construct meaning despite high numbers of miscues. Qualitative analysis revealed miscue patterns that require special attention in instruction and assessment of ELs. Additionally, the author discusses how teachers can begin to discern whether oral reading differences stem from nonnative language features or from the act of reading.