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RMA was first a research tool. Now it is a teaching tool. Using Retrospective Miscue Analysis, readers of all ages learn to become proficient readers of text. RMA helps them participate in conversations about the reading process and helps them develop skills as readers and writers.
Information collected through miscue analysis leads to meaningful discussions between teacher and student and among students, with or without the teacher. As stated in the Preface, "RMA has the power to bring back joy in teaching and engagement in learning. Enough to revive good teaching; enough to nourish a learner."
"synopsis" may belong to another edition of this title.
YETTA M. GOODMAN,
Regents Professor Emerita, University of Arizona, supports teachers as professional observers of learners (kidwatchers) and innovative curriculum developers in collaboration with their students. She publishes about miscue analysis and the constructivist nature of literacy learning and teaching and holds leadership positions in literacy organizations. Contact Yetta at firstname.lastname@example.org
is a Professor in the Department of Elementary Education at Towson University, Towson, Maryland, where she teaches courses on reading/literacy and children s literature. Her research and publications are in the areas of early literacy, miscue analysis, retrospective miscue analysis, and children s literature. She can be reached at email@example.com.
ALAN D. FLURKEY
is Associate Professor of Literacy Studies in the School of Education at Hofstra University. He has taught elementary grades and special education classes and he has directed the Reading/Writing Learning Clinic. His research interests include RMA, eye-movement miscue analysis, studies of reading proficiency, and applications of corpus linguistics. Alan s email address is Alan.D.Flurkey@hofstra.edu.
In this era of standardized testing that takes reading assessment out of the hands of teachers and students, The Essential RMA is a breath of fresh air. It treats teachers as knowledgeable professionals who are in the best position to assess the reading of their own students through face-to-face interactions. It assumes that students are capable learners who can participate in the assessment process and develop insights into their own reading processes. As a result of using Retrospective Miscue Analysis, students discover their own strengths as readers, build their confidence, and learn how to utilize effective strategies to build proficiency. This easy to follow guide equips teachers with the tools they need to bring authentic reading assessment back into their classrooms and plan individualized instruction for every student. --Bess Altwerger, Towson University
This is a brilliant little book, with the potential to change the way teachers at all levels and subject areas understand, support, and guide their students' reading development. The authors skill in presenting complex concepts in clear, teacher-friendly , accessible language will ensure that those who study this book will be able to design and implement new, powerful classroom strategies that support and promote effective reading behaviour. I believe that Retrospective Miscue Analysis has the potential to unleash a new, more effective paradigm of Guided Reading . Those who buy this little book will be at the forefront of this paradigm change. --Brian Cambourne, University of Wollongong
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Book Description Richard C Owen Publishers, 2014. Condition: New. book. Seller Inventory # M1572749008
Book Description Richard C Owen Publishers, 2014. Paperback. Condition: Brand New. 1st. edition. 80 pages. 8.80x7.10x0.40 inches. In Stock. Seller Inventory # 1572749008
Book Description Richard C Owen Publishers, 2014. Paperback. Condition: New. Never used!. Seller Inventory # P111572749008