Reviews research from 1981 to 1992 on oral reading instruction. Concludes that oral reading instruction is a legitimate part of a developmental reading program. Suggests that oral reading can offer benefits of increased fluency, comprehension, and vocabulary if instruction is purposeful, based on making meaning out of print, and engages all…

Investigates the internalization process of reading among 32 first graders. Finds that more of the experimental group students (who were allowed to "mumble read" during instructional and silent reading time) were reading silently as well as having higher reading placements than the control group (whose vocalizations were suppressed). (RS)

Finds that grade two students' comprehension scores did not differ significantly between oral reading and silent reading, while grade three and four students' comprehension scores were significantly higher after oral reading. Argues that these findings are consistent with a Vygotskian model of the transition from oral to silent reading. (SR)

Reviews investigation of word recognition and identification ability of learning disabled and average students. Disabled students' abilities did not differ from those of average students with matched reading level and IQ, but they made substantially more errors than average students matched by chronological age and IQ. (HTH)

Considers two different views of beginning reading, one emphasizing the alphabetic nature of written language and the other focusing on contextual, as opposed to graphic, information. Examines different perspectives by evaluating oral reading errors in 15 first graders. Results support the influence of instructional approach on children's…

Discusses three principles for use by volunteer tutors to use in monitoring children's oral reading: (1) maintaining an adequate pace in the lesson, (2) helping students make sense of what they read, and (3) helping the student to read what is actually on the page. (FL)

Investigates whether a computer-based word study method, emphasizing automaticity of response, would improve students' word recognition, spelling, and oral reading performance. Finds support for a verbal efficiency theory of reading, in which the key to developing reading efficiency is developing word recognition that is automatic. (RS)

Concludes that although sentence-long context did not facilitate the reading accuracy of primary grade children, the children did appear to be exploiting contextual information in their reading of sentences, with a relatively high proportion of reading errors being contextually acceptable. (FL)

Scores from elementary school children and adult basic education students on the Adult Informal Reading Test were used to form distribution profiles for a number of tested variables. The profile notion was concluded to be a useful means for displaying the performance trends of published informal reading inventories. (FL)

Reports on two studies that examined differences in the processing strategies of beginning readers, as indicated by an analysis of oral reading errors. (FL)