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Direct linkAllington, Richard L.; McCuiston, Kimberly; Billen, Monica – Reading Teacher, 2015
The CCSS framework indicates more difficult texts are to be used with students. However, the rationale for increasing text difficulty, decreasing text difficulty, is unsupported by the research that shows texts have been increasing in difficulty for at least 50 years. Oral reading accuracy is a traditional method of estimating text difficulty. For…
Descriptors: Reading Materials, Difficulty Level, Oral Reading, Accuracy
Halladay, Juliet L. – Reading Teacher, 2012
Since Emmett Betts first devised a framework of independent, instructional, and frustration reading levels in the 1940s, these levels have played a large role in classroom assessment and instruction. It is important for teachers to have a deep understanding of the research that supports the reading level framework. This article identifies four key…
Descriptors: Elementary Education, Reading Instruction, Difficulty Level, Reading Research
Peer reviewedRupley, William H. – Reading Teacher, 1977
Reviews the literature in the Educational Resources Information Center (ERIC). (RB)
Descriptors: Elementary Education, Literature Reviews, Miscue Analysis, Oral Reading
Peer reviewedD'Angelo, Karen; Wilson, Robert M. – Reading Teacher, 1979
Suggests that time spent analyzing insertions and omissions in oral reading diagnosis might be better used on the more frequent, more distortive substitutions. (MKM)
Descriptors: Elementary Education, Miscue Analysis, Oral Reading, Reading Diagnosis
Peer reviewedNurss, Joanne R. – Reading Teacher, 1969
Descriptors: Grade 2, Oral Reading, Reading Comprehension, Reading Research
Peer reviewedFry, Edward B. – Reading Teacher, 1969
Descriptors: Cloze Procedure, Graphs, Oral Reading, Predictive Validity
Peer reviewedRecht, Donna R. – Reading Teacher, 1976
Concludes that self-correction is a positive indicator that the reader is comprehending. (RB)
Descriptors: Elementary Education, Miscue Analysis, Oral Reading, Reading Comprehension
Peer reviewedSchlieper, Anne – Reading Teacher, 1977
As children progress, they want their responses to make sense and they learn to use strategies based on meaning and language. (JM)
Descriptors: Elementary Education, Error Patterns, Miscue Analysis, Oral Reading
Peer reviewedGoodman, Kenneth S.; Buck, Catherine – Reading Teacher, 1973
Modifies some widely held beliefs based on previous research on miscue analysis. (RB)
Descriptors: Dialect Studies, Elementary Education, Miscue Analysis, Oral Reading
Peer reviewedAllington, Richard L.; And Others – Reading Teacher, 1977
Concludes that the four reading comprehension tests examined in this study tend to measure general knowledge rather than comprehension skills. (Author/RB)
Descriptors: Elementary Secondary Education, Oral Reading, Reading Comprehension, Reading Research
Peer reviewedRowell, E. H. – Reading Teacher, 1976
Describes a study of the relationship between silent and oral reading comprehension as measured by an individualized diagnostic instrument. (RB)
Descriptors: Elementary Education, Oral Reading, Reading Achievement, Reading Comprehension
Peer reviewedHardin, Veralee B.; Ames, Wilbur S. – Reading Teacher, 1969
Descriptors: Emotional Problems, Individualized Reading, Low Achievement, Oral Reading
Peer reviewedKibby, Michael W. – Reading Teacher, 1979
Concludes that teachers should use less difficult reading material when administering oral reading tests for a true picture of a child's syntactic and contextual strategies. (MKM)
Descriptors: Context Clues, Elementary Education, Miscue Analysis, Oral Reading
Peer reviewedBoodt, Gloria M. – Reading Teacher, 1984
Concludes that students who have not mastered independent reading, who seldom receive instruction in critical thinking, and who are unprepared to engage in critical reading when required to do so, will benefit from instruction in critical listening as part of their reading instruction. (FL)
Descriptors: Critical Reading, Intermediate Grades, Listening Comprehension, Listening Skills
Peer reviewedMorrow, Lesley Mandel – Reading Teacher, 1985
Shows how retelling stories appears to be a strategy to improve comprehension, concept of story and oral language. (EL)
Descriptors: Oral Language, Oral Reading, Primary Education, Reading Comprehension
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