Criticisms of the automaticity model of reading acquisition include a lack of focus on comprehension as the ultimate goal of reading. Too much focus on fluency to the neglect of comprehension is a correlative criticism. Miscue analysis, tracking students' errors or "miscues," has demonstrated that even early readers use prediction as well as translation into dialect as they read, thereby using tools outside of those described in the automaticity model. A third criticism is that dyslexic readers, because of the inherent decoding problems they face, necessarily have trouble following the model and sustaining the reading rates recommended for fluency.