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."

About the Author

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 ygoodman@u.arizona.edu

PRISCA MARTENS
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 pmartens@towson.edu.

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.

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