English learners and instructors explore first language features exhibited during oral reading in English using retrospective miscue analysis

First language features that impacted the English oral reading by Hmong and Samoan students were identified using retrospective miscue analysis (RMA). Hmong and Samoan English language learner (ELL) students and their Dual Language instructors informed this researcher through examination of ELL miscue patterns and reflective dialogue during RMA sessions. This study used qualitative research methods in this exploration. Contemplative conversations and prompted think-alouds during RMA sessions were conducted to facilitate understanding and insight into first language features that influence English language reading miscues. Results revealed specific phonological, syntactical and semantic first language features that were influencing English oral reading. These results were informative and indicative of the vast amount of linguistic knowledge ELL students negotiate when reading in English.