S6A A collaborative conversation on the teaching and learning of disciplinary reading using Collaborative Retrospective Miscue Analysis (CRMA)

Presenters

Meghan East, Medical Laboratory Science

Abstract

This interactive session will explore how college students are actively engaging and transacting with their disciplinary readings to create meaning. The purposes of this presentation are: (a) to develop an understanding between expected responses and observed responses (miscues) during an oral reading as an indication of meaning construction in the discipline; (b) to gain insight into how CRMA can be used with proficient, adult learners as a way to co-construct disciplinary literacy knowledge; and (c) to better understand connections between reading strategy usage and instructional strategies. This presentation will describe how CRMA was effectively used in the Medical Laboratory Science (MLS) program to understand how disciplinary members were constructing meaning while reading authentic disciplinary texts. CRMA was found to be a powerful tool toward creating a sense of community in the college disciplinary setting, which increased students’ self-confidence in their disciplinary literacy practices and encouraged them to take risks with their reading. CRMA made implicit disciplinary literacy practices explicit to better support college student development and co-construction of disciplinary literacy knowledge. Findings can better inform current disciplinary instructional practices and learning opportunities for college students. Participants will be invited to participate in a collaborative conversation exploring their own assumptions about their disciplinary reading practices and those of their students as a way to consider implications for their own teaching practices.

Session Recording