ABSTRACT
When we first met Jorge, a fourth grader, and Dae Youn, a third grader, they were convinced that they were poor readers of English, and they believed that reading in their first language was very different from reading in English. Both of them participated in retrospective miscue analysis (RMA) sessions at an after-school program at a university-based literacy center for an academic year. By the end of the year, Jorge and Dae Youn were able to reflect on their reading, talk about reading with us, and revalue themselves as English readers.
