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This paper is a case study of two college freshman students who initially exhibited different reading and learning behaviors in class. Different content area texts (Chemistry, Economic, and Literature) were selected and three oral reading miscue analysis cycles were conducted. The two participants reflected upon select miscues during each Retrospective Miscue Analysis (RMA) session. Miscue readings and retellings indicated some difference between the readings of the three texts of various types, and RMA discussions showed increased knowledge about the reading process.

Reflecting on Miscues in Content Area Readings: A Case of Two Learners