Publication Date



This study investigates the manner in which retrospective miscue analysis involves metacognition by analyzing the discourse of weekly retrospective miscue analysis (RMA) sessions conducted with a fourth grade reader over five months. A preliminary structural discourse analysis of the sessions reveals several procedural and format features of the sessions. Each session more or less involves the same broad procedures: a) establishing the purpose and setting the agenda; b) discussing the individual miscues; and c) reflecting on reading or what was learned in the session. Discourse analysis of participants, discussions, and reflections reveals discourse moves that involve metacognitive experiences producing metacognitive knowledge in three domains: procedural knowledge, conditional knowledge, and declarative knowledge. Specific discourse moves that accomplish the metacognitive knowledge are examined.

Included in

Education Commons