Essay On Miscue Analysis
There is a slight difference between miscue analysis and retrospective miscue analysis. When a teacher conducts a miscue analysis with a student she listens to a student read and marks their miscues. After the reading has taken place and she has marked the miscues and jotted down any notes the student then retells the story to the teacher. In retrospective miscue analysis the student and teacher do the same thing as a miscue analysis but allows the student to discuss their miscues with the teacher after the reading. It allows the student to discuss and reflect on their own miscues with the teacher.
The advantages RMA has for students and teachers are that both the student and teacher are able to go back and listen to the recording of the student reading and discuss why they made the
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Before the RMA Nathan struggled with reading and felt bad when he was called upon to read in class. When the teachers helped him understand his readings and boosted his confidence Nathan began to read better. The teachers focused on Nathan’s strategies as a reader and used that to help him become an empowered reader.
4. On pgs. 470 – 471, the authors provide a section entitled “How was Nathan’s ability to construct meaning affected by RMA?” Please answer this question in your own words. Again, are there any challenges you can think of for the authors regarding the claims they make in this section?
Nathan was able to construct more meaning while reading after the RMA was conducted. I believe Nathan was successful at constructing more meaning because he now used his reading strategies instead of his old method of graphophonic cues. He was now able to construct meaning from the text through his high quality miscues. The high quality miscues that Nathan used didn’t change the meaning of the story which made him a better
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