Describes a study that demonstrates positive correlations among student performances in oral reading, spelling, and knowledge of graphemic options. (TJ)

Describes a study that assessed how correction behavior in the oral reading of 48 elementary school students related to comprehension, as measured by cloze performance. Indicates that new measures of reading comprehension are needed, as correction behavior acts as an indicator of comprehension. (TJ)

A study of 46 first-grade children to determine how basal instructed and language experience instructed children would differ in their use of written language cues revealed no significant differences between the two groups in their use of these cues. (TJ)

Indicates that primary grade teachers do individualize their responses to match variations in reading miscues. Specifically, they were apt to disregard meaning-based mistakes, provide instruction when letter cues were misused, and instruct or supply words when a child hesitated on or refused to attempt a word. (FL)

Reports that good elementary school readers corrected more miscues than did poor readers, that poor readers relied more on graphophonemics to make corrections than did good readers, and that there were small differences between both groups' use of semantics and syntax to make corrections except as material increased in difficulty. (FL)

Describes a study that focused on measures of reading comprehension using responses from subjects during the reading process--specifically, oral reading errors. Concludes that the scores obtained adequately predicted reading comprehension performance. (FL)

Concludes that linguistic concept knowledge contributed the greatest amount of unique variance to oral comprehension, silent comprehension, and word recognition at the first grade level, while cognitive style contributed the greatest amount of unique variance to silent comprehension at the third grade level. (FL)