As children progress, they want their responses to make sense and they learn to use strategies based on meaning and language. (JM)

Two competing theories of social facilitation, one stressing audience presence and the other stressing the threat of evaluation, were tested to determine their efficacy in predicting oral reading performance of 24 academically handicapped children (9- to 12-year-olds). (Author)

Analyzes oral reading errors made by 20 children during their second year of formal reading instruction. (JM)

Indicates that a teacher's responses to errors made by students in oral reading are related to that teacher's theoretical orientation as well as to the type of error made. (HOD)

Reviews research on the possible roles that errors might play in learning to read. Contrasts a productive view of errors with the view that errors are problematic to instruction, stating that the two are compatible. Concludes that errors can have both a generative and an inhibiting function depending upon instructional conditions. (GEA)

Concludes that there is no adequate support for recommending that teachers attempt to increase the incidence of a child's self-corrections when reading. (FL)

Designed to analyze systematically the relative effects of different types of oral reading errors on comprehension, this instrument consists of a basic set (each with an easy and a hard version) of six stories. Every story is transformed so that it contains simulated errors of a particular type: (1) correct, (2) semantically related visually…

Repetitions in children's oral reading are typically thought of as disruptive, signalling the kind of careless reading symptomatic of random eye movement or inattention to context. This perspective, however, runs contrary to clinical experiences, which have revealed that many repetitions are deliberate and benefit the reader by serving at least…

The purpose of this study was to investigate the differences in reading strategies between good and poor readers in the first, second, third, and fifth grades. Three patterns of students' oral reading errors were analyzed on the Gray Oral Reading test. For the first pattern, occurrence of visually similar and grammatically acceptable errors,…

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)

Two procedures for correcting oral reading errors, word supply and word drill, were examined to determine their effects on measures of word recognition and comprehension with 17 learning disabled elementary school students. (Author/SW)

This study examined the criterion-related validity of oral reading fluency (ORF), number of words read correctly per minute, with 64 regular, remedial, and special education elementary-level students. Comparison with two miscue-based assessment measures did not support modification of traditional ORF but did suggest practical value of selected…

This study examined the oral reading miscues of eighteen subjects, three average readers each from grades two, four, six, and eight, plus three high and three low readers from grade four. The miscues produced by each student were analyzed using the Goodman Taxonomy of Reading Miscues. Length of text was most important for low readers, who produced…

A study examined the relationship between types of miscues made by readers during oral reading and the errors made by the same readers on a cloze task. Subjects were 79 third and 78 fifth grade students in eight intact classrooms. Both the oral reading miscues and the cloze replacements were categorized using a modification of Y. Goodman's miscue…