The effects of retrospective miscue analysis on overall reading growth and motivation of third grade students

Abstract

Students in third grade are generally in the transitional stage as a reader. This is a crucial time for the teacher to facilitate the development of independent reading habits. Some students have difficulty sustaining independent reading and may not be motivated to read. Retrospective miscue analysis is a procedure aimed to develop self-awareness and positive reading behaviors in students. The purpose of this study was to observe how using retrospective miscue analysis would affect third grade students’ overall reading growth and motivation. The influence of student choice in texts on motivation to read was also observed. The study was conducted over a period of six weeks in a public elementary school in Eau Claire, Wisconsin. Three students were chosen to participate in this quasi-experimental study of mixed-method design. Data collection included the revised Motivations of Reading Questionnaire, STAR Reading Assessment, and RMA Session Organizer/Retelling Guide. Results from this data indicate that retrospective miscue analysis may be an effective strategy for increasing self-monitoring while reading. Further research would be necessary to determine if the strategy has a true impact on motivation to read and reading growth.