The power of retrospective miscue analysis: One preservice teacher’s journey as she reconsiders the reading process
Abstract
Research has shown that teachers are strongly influenced in their pedagogical decisions by their own prior educational experiences. This article describes a case study that used Retrospective Miscue Analysis as a research tool to assist one preservice teacher, Sophie, as she reconstructed her perception of the reading process. Sophie came to the research with a strong belief in a text reproduction model of reading. Listening to audio recordings of self-produced miscues became the basis for discussions that centered on the sociopsycholinguistic transactive nature of the reading process. Over the course of the research the preservice teacher examined her assumptions about reading, became acutely aware of and revalued her reading strategies, and came to the realization that efficient effective reading does not result when readers focus on accurate text reproduction reading.
Reference
Theurer, J. (2002). The power of retrospective miscue analysis: One preservice teacher's journey as she reconsiders the reading process. The Reading Matrix: An International Online Journal, 2(1), np.
Journal
Reading Matrix: An International Online Journal
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
- Southwestern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- undergraduates in a Reading Methods course
Preservice Sample Size
1
Duration of Data Collection
Data Sources
- Audio recordings
- Interviews
Data Analysis Tools
Researcher Positionality
Research Questions
"How do teacher educators help preservice teachers reconstruct their belief systems about teaching and learning with respect to the sociopsycholinguistic nature of the reading process?" (p.2).
Is this research question explicit from the manuscript? Yes