This qualitative study explores the effects of introducing Retrospective Miscue Analysis (RMA) into a reading group comprised of elementary students who are struggling readers. It examines how RMA discussions are related to the field of metacognition and metacognitive awareness in students. Metacognition has been found to have significant impact on students’ memory, knowledge of reading and mathematics strategies, and perseverance. Periodical surveys of both the students and their teacher along with audio recordings of RMA discussions within the reading group were used to analyze how RMA discussions would affect the mindfulness and conversational behaviors of the young struggling readers
