Expanding Meaningfulness: Perceptions and Strategy Use of Chinese International Graduate Students in Disciplinary Reading

This qualitative case study explored two Chinese international graduate students’ beliefs about their reading and reading processes. The researcher interviewed the participants, asked them to read aloud, analyzed their reading using miscue analysis, and then discussed their reading with them using retrospective miscue analysis (RMA). The researcher found that readers’ beliefs were not static and text difficulty influenced the students’ reading beliefs and strategy use. Through RMA, both students became aware of their respective reading processes and they both became more confident as readers. This study suggests that RMA is an effective tool for English-as-an-additional language graduate students, as it helps in the construction of meaning and the improvement of disciplinary literacy skills.

Utilizing Retrospective Miscue Analysis Strategies With Fifth Grade Readers: Focus on Comprehension

The purpose of this action research endeavor was to change the culture of an accuracy view of reading to one of comprehension in a fifth grade classroom. The goal was to establish a common vocabulary and to revalue the process of reading. A constant comparative method of data analysis was used throughout the study to observe changes in students’ view of reading and use of miscue vocabulary. By the end of this study, students actively monitored comprehension, rather than trying to produce an oral reading event with 100% word accuracy.

The Content and Purposes of Talk that Accompanies Oral Reading Events:Insights from a Mother-Daughter Case Study

This article investigates the substance and possible purposes of talk that accompanies oral reading events within a mother-daughter case study. The findings presented in this paper are from a case study that was part of a larger Family Retrospective Miscue Analysis study that assisted parents in becoming strategic partners who build on the strengths of their children when reading with them. This article presents the functions of talk that accompany oral readings, the insights gained about reading as a meaning-construction process, and how parents can benefit from listening to their children’s talk during oral reading sessions.

Revaluing the reading process of adult ESL/EFL learners through critical dialogues

The authors explore language developmental processes of university English language learners. The used Retrospective Miscue Analysis (RMA) and In-depth Reading Interviews as heuristic tools to generate critical dialogues with students to reflect on their L1 and English language learning processes and perceptions. The studies show that RMA and In-Depth Reading Interviews lead the teachers researches-and english language learners to critical learnable and teachable moments.