Reading disability is the most common disability. At least one in five children has significant challenges learning to read. This study focused on the oral reading performance of 30 Year-Three students. The students were identified as less proficient readers from two randomly selected primary schools in Brunei Darussalam. The oral reading…

Discusses a study which focused on how well elementary children supply appropriate intonation to written sentences and which found that many intonation patterns predictable by syntax had not been mastered even by children who were reading on fourth and fifth grade levels. (JM)

The effects of reading to children on the development and production of certain morphological structures are examined in a sample of 20 children, two to seven years old, in matched experimental and control groups. Both groups were pre- and posttested with an adapted form of Berko's nonsense-word test. The experimental group was individually read a…

Concludes that cue systems within words (graphics) are affected by syntactic and semantic cue systems within the sentences. (RB)

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)

The purpose of this study was to determine if differences existed between second- and fifth-grade students' word recognition errors, and if differences existed between the word attack strategies utilized by them. Using the Informal Reading Inventory, a random sample of twenty-five second graders and twenty-five fifth graders was taken from three…

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)

This article focuses on the value of developing the skills involved in grouping text into syntactically appropriate units with students having reading problems. It suggests use of phrase-cued texts (in which phrase boundaries are explicitly marked) to move from word-by-word reading to reading in meaningful phrases. (DB)

Four researchers discussed their studies of oral reading miscues within a round-table format. After each participant's description of the specific concerns and procedures of his study, the following topics were discussed: description and analysis of the miscue, correction strategy, relationship of the child's language to the language of the…

This study investigated the effect of black dialect upon the comprehension of standard reading material by using 50 third-grade students. A sentence repetition test was administered individually to each subject to select pupils for either the standard or the dialect group. Subjects were tested for oral comprehension and silent reading…

This study investigated whether the number of oral reading miscues differs for reflective and impulsive children, whether the proportion of miscues that are semantically appropriate, syntactically appropriate, or graphically similar differ for the two groups, and whether the two groups differ in their self-correction behavior as it relates to…

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…

Intensive studies of children's miscues in oral reading were conducted from 1965 through 1974 by researchers at Wayne State University. This volume contains the concepts and assumptions underlying that research, the basic research design, the complex nature and function of the Goodman Taxonomy of Oral Reading Miscues, the findings of the research,…

MATERIALS FOR THE NEBRASKA ELEMENTARY ENGLISH CURRICULUM INCLUDE AN ANCILLARY POETRY MANUAL FOR GRADES ONE THROUGH SIX. ATTENTION IS GIVEN TO INCREASING THE CHILD'S PLEASURE IN POETRY, BROADENING HIS KNOWLEDGE OF POETRY, AND HELPING HIM TO EXPRESS HIMSELF MORE CREATIVELY. CHILDREN ARE ENCOURAGED FIRST TO ENJOY THE READING OF POEMS AND THEN TO…