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At school, Salem,(pseudonym) was below his reading level but above his writing level according to his teacher. At home, his father perceived Salem as a proficient reader capable of working independently. From my point-of-view, Salem needed to revalue himself as a reader through understanding that his miscues are an attempt to construct meaning from the text rather than a sign of failure; and, therefore, to view reading as a meaning-making rather than a decoding process. I met Salem two years ago; the son of a friend. I worked with him for nearly five months for four to five hours a week using methods based on the interpretation of Miscue Analysis and Retrospective Miscue Analysis. In addition to my tutoring work, I used several assessment tools, including parent interviews and school documentation. MA and RMA were conducted to determine Salem's problems in reading and to acquire a better view of him as a …