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2018
Volume 93, Issue 3
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402

Abstract

In this article, the authors share their work with Zachary, a fourth grader who was perceived as having difficulties with reading. Through retrospective miscue analysis (RMA) over 14 sessions in 5 months, Zachary came to revalue reading as a process of constructing meaning and to revalue himself as a capable reader. The authors describe and use transcripts to show how Zachary came to understand and build on his strengths as a reader through RMA and read more effectively and efficiently. They argue that RMA is a powerful tool that enriches a reading curriculum of authentic reading. It raises reading to a consciousness level, demystifies the reading process, and helps readers, particularly those who are struggling, grow stronger as readers.

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/content/journals/10.58680/la201627700
2016-01-01
2024-11-10
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http://instance.metastore.ingenta.com/content/journals/10.58680/la201627700
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  • Article Type: Research Article
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