Collaborative Retrospective Miscue Analysis: A pathway to self -efficacy in reading

Collaborative Retrospective Miscue Analysis (CRMA) is a process where students participate in a small group discussion about their reading miscues, retellings, and thinking about reading. The purpose of this qualitative case study was to explore the self-efficacy beliefs students hold about their reading skills and abilities while engaged in CRMA. The six sixth-grade students audio taped their reading of text and followed by conducting an unassisted retelling. Next, the researcher transcribed the tapes providing students with a transcription during CRMA sessions. Students held discussions with their peers and the researcher about their reading miscues and retellings revealing their thinking about their miscues and examining why they occurred.;Data from the videotaped CRMA sessions, Burke Reading Interviews, Self-Efficacy in Reading Scales, CRMA journals, and teacher e-mail interviews were extensively analyzed. Findings revealed changes in each of the participants' self-efficacy in reading from the beginning to the end of the study. Analysis of the CRMA transcripts showed students held conversations from six areas: (1) initial discussions focusing on numbers of miscues or reading flawlessly; (2) discussion about reading strategies; (3) discussion about making sense of text; (4) discussion about miscues that affected meaning and those that did not; (5) discussion centered on the elements of retelling, and; (6) discussion finding strengths in peers' skills. In addition, the transcripts revealed students discussed vocabulary from the text to build meaning during reading.;Qualitative methods were employed to analyze multiple sources of data allowing students' reading skills to be studied and examined in detail and the self-efficacy in reading that surfaced during the process. Thick, rich portraits of each student were developed looking through the following lenses: (1) prior literacy assessment; (2) Burke Reading Interviews; (3) miscue analysis; (4) retellings; (5) observational viewing; (6) the teacher's lens; and, (7) developing self-efficacy in reading. Finally, a holistic group portrait was unveiled. Students deserve to be engaged in social learning, especially during reading when they can discuss their experiences with text with peers. CRMA provides a respectful avenue for students to talk about their miscues, retellings, and reading behaviors and nurture and extend self-efficacy in the process.