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What We Can Learn When We Teach Retrospective Miscue Analysis to Young, Adult, Incarcerated Males Gwen Patriarca

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What We Can Learn When We Teach Retrospective Miscue Analysis to Young, Adult, Incarcerated Males Gwen Patriarca University of New Mexico UNM Digital Repository Language, Literacy, and Sociocultural Studies ETDs Education ETDs 7-5-2012 What we can learn when we teach Retrospective Miscue Analysis to young, adult, incarcerated males Gwen Patriarca Follow this and additional works at: https://digitalrepository.unm.edu/educ_llss_etds Recommended Citation Patriarca, Gwen. "What we can learn when we teach Retrospective Miscue Analysis to young, adult, incarcerated males." (2012). https://digitalrepository.unm.edu/educ_llss_etds/35 This Dissertation is brought to you for free and open access by the Education ETDs at UNM Digital Repository. It has been accepted for inclusion in Language, Literacy, and Sociocultural Studies ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. Gwen Patriarca Candidate Language, Literacy and Sociocultural Studies Department This dissertation is approved, and it is acceptable in quality And form for publication: Approved by the Dissertation Committee: Dr. Richard Meyer , Chairperson Dr. Lucretia Pence Dr. Anne Calhoon Dr. Barbara Shaffer WHAT WE CAN LEARN WHEN WE TEACH RETROSPECTIVE MISCUE ANALYSIS TO YOUNG, ADULT, INCARCERATED MALES By Gwen Patriarca B.A., History, California State University, 1973 M.S., Communication Disorders, The University of New Mexico, 1981 DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Language, Literacy and Sociocultural Studies The University of New Mexico Albuquerque, New Mexico May, 2012 © 2012 Gwen Patriarca iii DEDICATION To my sons, Tomas and Aurelio; my sisters, Laura and Concetta, and my other relatives, particularly my niece, Anne, and all my friends who listened with compassion over the years that encompassed this endeavor. iv ACKNOWLEDGEMENTS I would like to thank my committee members, Dr. Meyer, chair, Dr. Pence, Dr. Calhoon and Dr. Shaffer for their support in this scholarly endeavor. Dr. Meyer and Dr. Pence spent many hours guiding me in the dissertation writing. I would like to thank Chris Worsnop, Wendy Black and Sarah Costello for their long distance support. Their discussions with me via telephone or email helped clarify my initial direction in the study. I would like to thank Susan Pinter for her formatting expertise and providing me with moral support and guidance for navigating the complicated process of submitting the manuscript. I would like to thank all the people connected with the metropolitan detention center who made it possible for me to conduct my study there and who supported me in granting me access through all the changes in location of the participants. Finally, I am grateful for them allowing the whole group to come together in the isolation unit. Without their intervention, the study would not have been possible. v WHAT CAN WE LEARN WHEN WE TEACH RETROSPECTIVE MISCUE ANALYSIS TO YOURG, ADULT, INCARCERATED MALES? By Gwen Patriarca B.A., History, California State University, 1973 M.S., Communication Disorders, The University of New Mexico, 1981 Ph.D., Language, Literacy and Sociocultural Studies, The University of New Mexico, 2012 ABSTRACT The purpose of this study was to examine what we can learn when we teach Retrospective Miscue Analysis (RMA) to incarcerated youths. Select incarcerate males who had been engaged in individual RMA sessions were brought together for one final CRMA group, which constituted a collaborative RMA session. The researcher set out to discover how RMA influenced their perceptions about the reading process and their emerging confidence in themselves as readers. The data consisted of interviews with the participants, Reading Miscue Inventories and the discussions involved in the RMA sessions and the final group session. The researcher came to the conclusion that she had several of her assumptions about this population challenged during this study. The analysis indicated that the participants did increase in confidence, developed a collective composition of their cultural model of reading, responded to the oral approach of the RMA method and utilized miscue analysis as a tool of assessment for reading. The analysis of the RMA sessions revealed individualized approaches that guided the readers to analyze their miscues, which were identified from the audio tapes of their own vi reading and from the audio tape of an unknown reader in the final CRMA group. The initial instruction yielded some resistance as most readers rejected any new way of addressing reading other than utilizing the traditional graphophonic strategy; eventually, they described other strategies by using the coding forms for the language cueing systems as an assessment tool. The readers changed their attitudes about the reading process quickly to identify their own rationale behind their analysis of miscues, and the resultant discussions established their newly discovered confidence through articulating their beliefs in their development of strategies in reading. The participants’ resulting confidence was exhibited through their ability to orally create their concept of a cultural modal of transactional reading that served their purposes of engaging in future literary events. vii TABLE OF CONTENTS Chapter I Introduction ......................................................................................................... 1 Statement of the Problem ................................................................................................ 4 Significance of the Study ................................................................................................ 6 Research Question ........................................................................................................... 8 Definitions of Key Terms ................................................................................................ 8 Chapter II Literature Review ............................................................................................ 12 Theoretical Framework for Reading ............................................................................. 12 Transactional model of the reading process. ....................................................... 12 Miscue analysis. ......................................................................................... 20 Retrospective miscue analysis.................................................................... 25 RMA for struggling adolescents and young adults. ................................... 28 Incarcerated young adults and RMA. .................................................................. 30 Collaborative retrospective miscue analysis. ............................................. 32 Cultural model of the group. ...................................................................... 39 Case studies. ............................................................................................... 41 Struggling readers. ..................................................................................... 42 Applications for the Research Literature to This Study ................................................ 46 Chapter III Design, Methodology and Procedures .......................................................... 48 Description of Setting .................................................................................................... 48 The Detention Center. .......................................................................................... 48 Design of Study ............................................................................................................. 52 Method of Data Collection ............................................................................................ 53 viii Selection of participants. ..................................................................................... 53 Data collection. .................................................................................................... 55 Instruments. ......................................................................................................... 55 The Burke Interview Modified for Older Readers. .................................... 55 Reading Miscue Inventory (RMI). ............................................................. 55 Reading performance. .......................................................................................... 56 Observations of the sessions. ............................................................................... 57 Retrospective Miscue Analysis (RMA). .............................................................. 58 Impromptu Collaborative Retrospective Miscue Analysis (CRMA). ................. 58 Final CRMA group. ............................................................................................. 59 Analysis of Data ............................................................................................................ 59 The Burke Reading Interview Modified for Older Readers. ............................... 59 Reading Miscue Inventory (RMI). ...................................................................... 62 Group Model of Reading. .................................................................................... 64 Conducting individual retrospective miscue analysis sessions. .......................... 65 Impromptu Collaborative Retrospective Miscue Analysis (CRMA) sessions. ... 67 The final CRMA group (a CRMA Session). ....................................................... 68 Presentation of Findings ...............................................................................................
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