Delineates arguments for and against oral reading instruction in developmental reading programs. The need for systematic research into the effects and potential benefits of various forms of oral reading instruction is stressed. (CM)

Suggests that the effects of teachers giving feedback to students during oral reading can be quite significant and that such feedback should be carefully analyzed for perceived meaning and purpose as well as for results. (TJ)

Describes the feedback to oral reading miscue analysis system (FORMAS), a systematic procedure for teachers to use in examining the characteristics and effects of their own feedback to students' oral reading miscues. (FL)

Explores more deeply the role of oral reading in instructional practice, primarily in the elementary grades and with students who struggle in reading. Attempts to conceptualize more fully the positive role oral reading may play in classroom instruction, notes ways in which some persisting forms of oral reading practice in classrooms are counter to…

Reports a study of reading instruction in low-ability basal reading groups. Develops and validates a procedure for effective use of oral reading, which, in contrast to practices recommended by basal reader publishers, focuses on reading comprehension and encourages development of fluent, expressive writing. (Author/NH)

Reveals important relationships between miscue-related behaviors and teacher verbal feedback patterns. (FL)

A study examined the relationship between teachers' theoretical orientations toward reading and the verbal feedback they give to students during guided oral reading. A major finding is that teachers' beliefs and behavior vary with the instructional situation; that is, teachers hold different beliefs for different student ability groups.…

Cautions that weighting errors on an oral reading test in line with miscue analysis procedures can lead to inappropriate independent reading level placement. (MKM)