Understanding Manifestations of Reading through Eye Movement Miscue Analysis
María Perpetua Socorro U. Liwanag, Koomi J. Kim, Shannon Tucker, Nicole Harrison · 2020
In this study, we draw upon the transactional socio-psycholinguistic theory of reading to highlight the importance of using Eye Movement Miscue Analysis (EMMA) as an empowering heuristic tool to support two elementary students in their reading development. This study shares multiple ways in which EMMA can be an empowering instructional and learning tool for families, teachers, and literacy educators. In an era dominated by evidence-based learning and high-stakes testing, we position our study in the context of advocating for children and their meaning-making processes.