NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1118480
Record Type: Journal
Publication Date: 2016
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1083-6470
Revisiting Retrospective Miscue Analysis to Support Students and Teachers during an Action Research Project
Bradshaw, Stephanie; Vaughn, Margaret
Journal of Research in Education, v26 n1 p54-75 2016
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.
Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Motivation to Read Profile
Grant or Contract Numbers: N/A