At-risk elementary students reflect on their reading through collaborative retrospective miscue analysis
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 to guide them. They wrote about the reading process, their strengths and weaknesses as readers, and their experiences, in journals. Parents and teachers were also interviewed to determine if they noticed any changes in the students' oral reading behaviors at home or in the classroom. Over the course of the study, all four students were able to talk about the reading process and any changes that resulted in their views of the reading process. Their perceptions of themselves as readers improved to varying degrees as did their reading performance. They could describe themselves as readers and explain how their miscues shaped their understanding of the texts they read. Growth was seen both directly by the researcher and students and indirectly by parents and teachers at home and in the classroom. The CRMA sessions provided the students with a safe environment and guiding questions to lead their inquiry into their own reading strengths and weaknesses so that they could set goals for themselves and take an active role in their reading performance. ^
"At-risk elementary students reflect on their reading through collaborative retrospective miscue analysis"
(January 1, 1998).
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