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dc.contributor.advisorOlmstead, Kathleen
dc.contributor.authorLarmon, Angela M.
dc.date.accessioned2021-09-07T21:42:56Z
dc.date.available2021-09-07T21:42:56Z
dc.date.issued5/17/2016
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5023
dc.description.abstractThis qualitative study explores the effects of introducing Retrospective Miscue Analysis (RMA) into a reading group comprised of elementary students who are struggling readers. It examines how RMA discussions are related to the field of metacognition and metacognitive awareness in students. Metacognition has been found to have significant impact on students’ memory, knowledge of reading and mathematics strategies, and perseverance. Periodical surveys of both the students and their teacher along with audio recordings of RMA discussions within the reading group were used to analyze how RMA discussions would affect the mindfulness and conversational behaviors of the young struggling readers.
dc.subjectRetrospective Miscue Analysis
dc.subjectMetacognition
dc.subjectYoung Children
dc.subjectEarly Elementary
dc.subjectMindfulness
dc.subjectMetacognitive Awareness
dc.titleUsing Retrospective Miscue Analysis to Nurture Metacognition in Young Children
dc.typethesis
refterms.dateFOA2021-09-07T21:42:56Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationState University of New York College at Brockport
dc.languate.isoen_US


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