Show simple item record

dc.contributor.advisorGoodman, Yetta M.en_US
dc.contributor.advisorFox, Dana L.en_US
dc.contributor.authorBlack, Wendy Lou
dc.creatorBlack, Wendy Louen_US
dc.date.accessioned2013-04-25T09:50:05Z
dc.date.available2013-04-25T09:50:05Z
dc.date.issued1999en_US
dc.identifier.urihttp://hdl.handle.net/10150/283979
dc.description.abstractThe purpose of this study was to examine the discourse of six selected Retrospective Miscue Analysis (RMA) session transcripts for effective and promising procedures, questions and discussion strategies. Data sources consisted of session transcripts and interviews to determine how the RMA team's discourse accomplished their intended purposes across six RMA sessions with a fourth grade reader. Phases of the analysis included (1) verifying the existing data sets, (2) selecting six RMA sessions from the set of eleven, (3) conducting and analyzing interviews with the RMA team, (4) structural analysis of sessions, (5) speech act analysis of discourse moves, (6) sequential analysis of question cycles, (7) categorization of patterns that emerged in the data. Three broad discourse themes, based on the RMA team's stated purposes for the RMA sessions, guided the categorization of team members' talk: (1) discourse moves providing revaluing, (2) discourse moves providing instruction, and (3) discourse moves encouraging the reader's strategy use. The structural analysis of the RMA sessions generated elements of the instructional sequences and phases that made up each session, and a profile of RMA session procedures. Findings revealed: the RMA team used a wide range of question types to analyze miscues; discourse patterns involved in instruction and revaluing involved a variety of question cycles, position statement and 'you-statements' about the readers' reading strategies; problematic discourse sequences stemmed from problematic questions, responses and belief structures involved in interactions; by analyzing other readers in comparison with his own reading the reader's self-concept increased.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectEducation, Elementary.en_US
dc.subjectEducation, Reading.en_US
dc.titleDiscourse analysis of Retrospective Miscue Analysis sessions: Talking about the reading process with a fourth-grade readeren_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.identifier.proquest9946861en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineLanguage, Reading and Cultureen_US
thesis.degree.namePh.D.en_US
dc.identifier.bibrecord.b39918221en_US
refterms.dateFOA2018-09-05T23:15:22Z
html.description.abstractThe purpose of this study was to examine the discourse of six selected Retrospective Miscue Analysis (RMA) session transcripts for effective and promising procedures, questions and discussion strategies. Data sources consisted of session transcripts and interviews to determine how the RMA team's discourse accomplished their intended purposes across six RMA sessions with a fourth grade reader. Phases of the analysis included (1) verifying the existing data sets, (2) selecting six RMA sessions from the set of eleven, (3) conducting and analyzing interviews with the RMA team, (4) structural analysis of sessions, (5) speech act analysis of discourse moves, (6) sequential analysis of question cycles, (7) categorization of patterns that emerged in the data. Three broad discourse themes, based on the RMA team's stated purposes for the RMA sessions, guided the categorization of team members' talk: (1) discourse moves providing revaluing, (2) discourse moves providing instruction, and (3) discourse moves encouraging the reader's strategy use. The structural analysis of the RMA sessions generated elements of the instructional sequences and phases that made up each session, and a profile of RMA session procedures. Findings revealed: the RMA team used a wide range of question types to analyze miscues; discourse patterns involved in instruction and revaluing involved a variety of question cycles, position statement and 'you-statements' about the readers' reading strategies; problematic discourse sequences stemmed from problematic questions, responses and belief structures involved in interactions; by analyzing other readers in comparison with his own reading the reader's self-concept increased.


Files in this item

Thumbnail
Name:
azu_td_9946861_sip1_m.pdf
Size:
6.164Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record