"Jack" is a ninth-grade functional academics student with multiple disabilities. His oral intelligibility can be challenging for unfamiliar listeners, but his expressive vocabulary is actually very strong for a student his age. Jack most recently scored below the 10th percentile among same-aged peers on standardized fluency and pseudoword-decoding tests but scored above the top 90th percentile on tests of receptive vocabulary and listening comprehension. Considering this vast discrepancy between subskills, it can be hard to determine when his below-grade-level reading performance has been disrupted by intellectual challenges, by a lack of confidence, or by a lack of motivation, or perhaps a combination of these elements. Jack’s contrasts in ability indicated the possible effectiveness of retrospective miscue analysis (RMA) as an intervention for him. Using the Reading Miscue Inventory: From Evaluation to Instruction by Goodman, Watson, and Burke (2005) as a guide, the intervention in this study sought to improve Jack’s reading proficiency and overall self-concept as a reader, hypothesizing that his strengths in receptive vocabulary and listening comprehension would allow him to analyze and talk about his reading difficulties more fluently than someone without those strengths.
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The Effectiveness of Retrospective Miscue Analysis as a Reading Intervention for a Secondary Functional Academic Student.
The Graduate Review, 3, 103-110.
Available at: https://vc.bridgew.edu/grad_rev/vol3/iss1/18