After working with a Latina girl in a retrospective miscue analysis
(RMA) session in a tutoring program, Laura, a teacher candidate, commented, "You are letting her teach you about her reading in that book." This tutoring session was associated with a reading assessment course in a Language and Literacy master's program at a southeastern university.
A proven pedagogical tool for analysing a student's orchestration of the reading process is miscue analysis
(Goodman, 1973, 1996).
She discusses Noah Webster, Jr., William Holmes McGuffey, the Joplin Plan, grouping for instruction, basal readers, Arthur Irving Gates, William Scott Gray, Jr., the Fernald technique, the Gillingham-Stillman Approach and Orton-Gillingham Approach, the language experience approach, the individualized reading approach, readability, oral reading, miscue analysis
, the initial teaching alphabet, Words in Color, the linguistic approach, emergent literacy, story grammar, the Reading Recovery Program, phonemic awareness, the whole language approach, literature circles, literature-based reading approaches, readers' theater, the Four Blocks Framework, the cloze procedure, the Question-Answer Relationship strategy, alternative assessment techniques, and the reading-writing workshop.
I worked with him for nearly five months for four to five hours a week using methods based on the interpretation of Miscue Analysis
and Retrospective Miscue Analysis
Reading behaviours were then evaluated using miscue analysis
(Goodman, Watson & Burke, 2005; Wilde, 2000).
Running records, a miscue analysis
used in the Reading Recovery program, became the focus for many professional development sessions.
One form of data that met a forensic standard is a process called Miscue Analysis
(Goodman, Watson & Burke, 2005) and this is the focus of this article.
The purpose of this case study research was to investigate the use of Retrospective Miscue Analysis
(RMA) with a community college student enrolled in a college remedial reading course.
Retrospective miscue analysis
(RMA) is a process for leading students in discussion about reading miscues and retellings.
Qualitative research methods included observations, interviews, archived data, and Miscue Analysis
. I examined the data through a Vygotsky constructivist perspective to provide insight to the manner in which readers could be supported in their literacy development.
In order to analyze the students' reading miscues and strategies used, the authors relied on miscue analysis
. Students' beliefs concerning the reading process were determined through interviews, and a word analysis subtest was given to measure use of phonics skills.
Different content area texts (science, math, literature) were selected and three oral reading miscue analysis
cycles were conducted.