Findings from this study suggest that by the end of the first grade, children taught using "meaning emphasis" curricula shift towards increased use of graphic information when confronted with reading material in which words are harder to identify. (HOD)

Examines the effects of prior knowledge and oral reading accuracy on miscues and comprehension of third-grade average readers who read expository passages orally. Finds that children with high prior knowledge made fewer miscues which resulted in meaning loss, and that their miscues were graphically less similar to the text word. (MM)

Agrues that the Reading Miscue Inventory (RMI) concepts are useful for analyzing oral reading errors made within the boundary set by Informal Reading Inventory (IRI) concepts.

Determines whether the oral reading performances of grade three students speaking a Newfoundland dialect are affected by syntactic differences between the dialect and Standard English. (RB)

Third grade students' comprehension scores suggest that there is a significant difference between three modes of reception (oral reading, silent reading, and listening), with oral reading significantly more effective than silent reading in promoting comprehension. (HOD)

The purpose of this study was to help clarify the effect on comprehension performance of corrective feedback applied to oral reading errors of remedial readers. (HOD)

Examines the patterns of oral reading miscues, retelling, and fluency of mixed dominant Hispanic students (students whose English or Spanish dominance cannot be clearly determined). Finds that mixed dominant students are not easily categorized into a homogenous group. Suggests that some of their strategies and skills may have been underutilized.…

Reports on six case studies of interactions between less proficient readers and their teachers during oral reading and rereading. Finds that accuracy was a critical factor in achieving meaning-focused teacher-student interactions. Finds further that the nature of text material and teachers' instructional goals influenced the nature of…

Examines the comparative use of grapho/phonic and syntactic/semantic cues for ongoing word recognition by readers in grades two, four, six, and eight reading both silently and orally. Finds a greater number of altered words were identified in the oral compared to the silent reading mode in grades four, six, and eight. (RS)

Argues that J. R. Kendall and J. Hood have not clearly demonstrated that contextual strategies play a significant role in the ability of some disabled readers to understand passages, as well as or better than other students, although they read with less word recognition accuracy. (HOD)

While several of M. W. Sadow's arguments in the previous article convince the authors that poor contextual processing ability cannot account for the subjects' poor reading ability, they reject her argument that good contextual processing ability provides evidence of satisfactory passage understanding. (HOD)