What we can learn when we teach Retrospective Miscue Analysis to young, adult, incarcerated males

The purpose of this study was to examine what we can learn when we teach Retrospective Miscue Analysis (RMA) to incarcerated youths. Select incarcerate males who had been engaged in individual RMA sessions were brought together for one final CRMA group, which constituted a collaborative RMA session. The researcher set out to discover how RMA influenced their perceptions about the reading process and their emerging confidence in themselves as readers. The data consisted of interviews with the participants, Reading Miscue Inventories and the discussions involved in the RMA sessions and the final group session. The researcher came to the conclusion that she had several of her assumptions about this population challenged during this study. The analysis indicated that the participants did increase in confidence, developed a collective composition of their cultural model of reading, responded to the oral approach of the RMA method and utilized miscue analysis as a tool of assessment for reading.