Automatic speech recognition (ASR) can be used to score oral reading fuency (ORF) assessments to ameliorate current inadequacies (e.g., administration errors, high opportunity cost), and represents an important part of a larger solution to improve traditional ORF. But more research is needed on how ASR performs for diverse student groups. The…

This study highlights the complex reading processes of two primary grade struggling readers. It provides a more complete picture of the readers' use of all parts of a text, verbal and visual, to construct meaning during reading. The oral reading data show that students used various linguistic strategies to read words, and the eye-tracking data…

This article examines how a second-grader demonstrates that reading is not about decoding letters and words in linear order but is a more complex activity involving the reader's decisions with respect to several aspects of their knowledge of their language and how comprehension is key to transacting with texts. The paper observes and documents the…

The purpose of this study was to examine the character identification strategies of Chinese children during their oral reading of a continuous text. Eighteen second graders' oral reading of a story, as well as an interview about their decoding strategies, were audiotaped and transcribed. The results generally converged with those of previous oral…

The purpose of this study was to determine the disruptive effect of unknown words on reading and to examine this effect in relationship to grammatical position and modification type. Forty second grade children from two different lower middle class, semirural schools were randomly assigned to the standardization group or the experimental group.…

The relationship between the reflection-impulsivity dimension, a dimension of cognitive style, and selected aspects of oral reading behavior was investigated in this study. Fifteen impulsive and fifteen reflective average readers were selected from a population of 109 second graders. Measures of intelligence and reading comprehension were…

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

This investigation probed whether the reading acheivement of second-grade children would be increased significantly by the addition of a quality literature program of tri-weekly oral reading experiences provided by elementary education majors. Twelve intact and heterogeneously grouped second-grade classes participated in the study. Twelve…

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

This study's purpose was to determine if the amount of time spent reading independently at home and at school correlated with oral reading fluency and comprehension. Fifteen heterogeneously grouped second graders logged the amount of minutes they read independently over a 12-week period. The students were pre- and post-tested using the Woodcock…

Compares the effectiveness of two oral reading practices on second graders' reading growth: shared book reading and round-robin reading. Concludes that the shared book experience was superior to round-robin reading in reducing young children's oral reading errors, improving their reading fluency, and improving their reading comprehension. (PA)

The effects of prior knowledge on miscues were examined by requiring 20 second-grade average to above average readers to read an expository passage orally. They were divided into two sample groups. The control group was asked to read the passage with no prior instruction. The experimental group was given prior instruction, which consisted of…

A study used a clinical interview procedure to investigate second graders' self-knowledge of pronunciation miscues during oral reading and the relationship of this knowledge to oral instructional reading level. Immediately after reading each sentence, subjects, a representative sample of 41 second-grade students from two suburban Louisiana…