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Are students with Physical or Otherwise Health
Impairments(POHI) able to engage in Retrospective
Miscue Analysis? If so, how does Retrospective
Miscue Analysis(RMA) affect the student''s reading
comprehension and their use of the cueing systems?
How does RMA affect the student''s perceptions of
themselves as readers, and of the reading process?
Does RMA impact the metacognitive awareness of the
students with POHI? This study used an ethnographic
approach with a case study format to answer these
questions. The study was conducted for six weeks
with three students at the middle school level.Data
collection was completed in a naturalistic setting.
Impairments(POHI) able to engage in Retrospective
Miscue Analysis? If so, how does Retrospective
Miscue Analysis(RMA) affect the student''s reading
comprehension and their use of the cueing systems?
How does RMA affect the student''s perceptions of
themselves as readers, and of the reading process?
Does RMA impact the metacognitive awareness of the
students with POHI? This study used an ethnographic
approach with a case study format to answer these
questions. The study was conducted for six weeks
with three students at the middle school level.Data
collection was completed in a naturalistic setting.