In this article, we describe an action research project conducted by the first author in her third-grade classroom over the course of one academic year as she documented four students' reading growth during a modified version of Retrospective Miscue Analysis (RMA). We highlight an additional step in the RMA process, which includes providing students with the opportunity to self-assess and monitor reading performance prior to the teacher conference. Findings highlight how through the implementation of this additional step, students were able to self-regulate their reading behavior and improve their perception of themselves as readers. We suggest the importance of using RMA with this additional step in today's classrooms with readers as a way to support and empower students. We discuss implications for educators and teacher educators.