ABSTRACT
Many teachers have tried retrospective miscue analysis conferences and collaborative retrospective miscue analysis, but struggled teaching it to their students. In this chapter, we highlight the purposeful instructional moves of two Reading Intervention teachers. These moves not only scaffolded students into successfully using RMA conferences and engaging in CRMA, but also helped to revalue them as readers. They were more comfortable reading aloud and had more confidence when they discovered that all readers miscue.
