Abstract
An action research project was undertaken focused on integrating recorded readings and Retrospective Miscue Analysis (RMA) into center-based instructional time in a third-grade classroom. Initial DIBELS test results were used to select 6 struggling readers, all of whom showed improved fluency in response to our instructional interventions. The impact of these instructional approaches on the teacher and her students is discussed, as is the impact on the teacher of engaging in action research. The article concludes with practical ways to implement recorded readings and RMA into classrooms in order to boost student motivation, attitudes toward reading, reading fluency, and comprehension.
Recommended Citation
Born, Melissa and Curtis, Reagan. (2013). (Re)Discovering Retrospective Miscue Analysis: An Action Research Exploration using Recorded Readings to Improve Third-grade Students’ Reading Fluency. i.e.: inquiry in education: Vol. 4: Iss. 2, Article 4.Retrieved from: https://digitalcommons.nl.edu/ie/vol4/iss2/4
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