Heinemann / ISBN 0-325-00720-9 / 978-0-325-00720-5 / 2005 / 144 pp / paperback
Availability: In Stock

This title is recommended for:

• Teaching Remedial Reading--Elementary
• Teaching Remedial Reading--Middle & Secondary

Product Information

Miscue analysis may be the single best tool for assessing readers' difficulties. With Reading Conversations, you can take this tool to a new level, moving beyond diagnosis and into developmental strategies that involve not only teacher-student explorations of how students make meaning with texts, but also peer-led discussions.

In retrospective miscue analysis (RMA) you work directly with students, engaging them in conversations about their reading miscues. RMA sessions achieve three important goals:

• helping you understand what readers are thinking as they read
• making readers more aware of their actions and thoughts during reading
• investing your students in the process of improving their own reading by building on their strengths.

Then as your readers better understand their own strengths and weaknesses, they can take on increasing responsibility by discussing their processes with peers through collaborative retrospective miscue analysis (CRMA).

Grounded in scientific research, Reading Conversations includes chapters on using RMA and CRMA at the elementary, middle, and high-school levels, reproducible self- and teacher-assessment forms, and testimonials and vignettes from teachers who have successfully adopted RMA and CRMA in their classrooms.

Put the strategies in Reading Conversations into practice, implement RMA in your reading instruction, and get to know students' abilities better than ever before. Then use CRMA to further invest students in their learning and watch as your struggling readers develop the skills and confidence they need to enjoy a lifetime of reading.

Table of Contents

1. An Invitation to Retrospective Miscue Analysis
2. Processes That Form the Foundation for RMA
3. Marking and Coding Miscues for RMA Conversations
4. Using RMA as an Assessment and Instructional Tool
5. Reflecting on Patterns of Reader Response in a Title I Reading Classroom
6. Gaining Independence: Collaborative Retrospective Miscue Analysis
7. Changing Attitudes, Changing Readers: Two Seventh Graders Move from RMA to CRMA
8. Constructing Personal and Social Literacies Through Text: RMA and CRMA in High School
9. Frequently Asked Questions About RMA and CRMA
10. Reflections on Assessment, Teaching, and Learning Through RMA
Appendixes
1. Burke Reading Interview
2. RMA Session Organizer: Simple
3. RMA Session Organizer: Advanced
4. Self-Analysis/Feedback Form for High School Students
5. Retelling Guide for Narrative Text
6. Retelling Guide for Expository Text
7. Running Record Typescript and RMA Organizer for Nathan
8. A Summary of the Research

Sample Chapters

• Review a summary of the research in Appendix H. (PDF, 446KB)
• Find out how RMA and CRMA work with learning-disabled students in Chapter 7. (PDF, 341KB)