This qualitative reader profile study explored how Retrospective Miscue Analysis (RMA), by Y.M. Goodman and Marek (1996), broadens the reading process and perceptions about the reading process, how RMA impacts a child's perception of him/herself as a reader, how RMA influences a child's definition of reading and the shifts in reading strategies as documented by engagement in RMA sessions. These strategies added to Wilson instruction, specifically focused on working with two middle-school aged students. Both students struggled in school and were diagnosed and positioned as "reading disabled" with language-based learning disabilities. As a result of test scores, school grades, and recommendations, they were placed into a Wilson Reading System class. As determined by their Burke Reading Interviews, the students had word-accuracy views of reading. Retrospective Miscue Analysis is a reading assessment technique that examines a reader's oral reading errors, or "miscues," to gain insight into their reading process and areas of strengths and deficits. RMA was used to allow them to develop effective reading strategies and revalue themselves, shifting from the word-accuracy view of reading to meaning-construction view. The students displayed a range of reading skills, strategies, and strengths, originally relying heavily on visual cues, sound tapping, and phonics-based techniques, indicating areas for targeted instruction. They evolved into proficient readers with confidence. Overall, this study demonstrates the usefulness of RMA as a tool for understanding the strengths of readers. Further research is needed to explore the broader impact that RMA would have on a larger population of students receiving WRS. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]