Of 15 skills, generally considered pre-requisites for independence in recognizing and pronouncing written words, at least three skills were found to be false pre-requisites; four skills were identified as possibly necessary; and seven were associated with competency on the reading aloud task. (RB)

Suggests the need for a model of reading in which the use of text data and prior knowledge structures in story understanding varies according to the complexity of the comprehension task, the familiarity of the text, and the level of understanding required of the reader. (HOD)

Changes in oral reading miscues as a function of quantity of miscues were studied by evaluating the oral reading of eighth-grade children reading passages of sixth-, eighth-, eleventh-, and thirteenth-grade readability. (HOD)

Supports the hypothesis that dialect tends to interfere in oral reading on the syntactical, but not on the phonological level in this study of Mexican American children. (RB)

An acquisition model of decoding is proposed to explain the kinds of errors children make as they try to read. (Author)

Examines the strong vs the weak relationships between word recognition in isolation and in context hypotheses. (HOD)

Reports on a study that examined the extent to which text with disparate discourse force or type tendencies had a general or differential impact upon the responses of good and poor readers. (HOD)

Reports on a study that used oral reading analysis to examine the oral reading performance of two types of disabled readers in order to gain additional insights into the relationship between word recognition and comprehension. (HOD)

Describes an experiment designed to determine whether beginning readers read with fewer oral reading errors if the reading materials have content directly related to the reader's existing cognitive structure. (HOD)

Contrasts good and poor readers' text recall while listening and while reading aloud to determine if poor readers have a decoding problem, a comprehension problem, or both. Finds no significant difference in listening comprehension between good and poor readers for either easy or difficult texts. (MM)

Reports on regression analyses that determined the predictability of each of three oral reading behaviors on comprehension (unaided recall of story propositions) with adjustments for the effects of other variables so that the effect of a single oral reading behavior on comprehension could be independently determined. (HOD)

Shows that when readers read independently after immediate correction, they continued to self-correct smaller percentages of miscues and were less accurate in identifying words. (HOD)