At-risk elementary students reflect on their reading through collaborative retrospective miscue analysis

TL;DRAbstract

The purpose of this study was to investigate the uses and effectiveness of promising new retrospective miscue analysis (RMA) techniques with a group of four third and fourth grade at-risk elementary students. RMA is a metacognitive technique that involves students in the reflective process of assessing their own miscues as a means to increase their knowledge of the reading process, their awareness of their own strengths and weaknesses as readers, their perception of themselves as readers, and their reading proficiency. Students were interviewed and a reading miscue inventory was completed on their oral reading at the beginning and the end of the study for comparison. Students were tape recorded as they took turns reading aloud to the group and retelling the stories. Students then participated in collaborative retrospective miscue analysis (CRMA) sessions during which they listened back to the taped recordings of their oral reading and discussed their miscues using a series of questions

Chat with Paper

AI Agents for this Paper