This study examined the revised Goodman taxonomy, the Oral Reading Miscues Inventory, as a means of evaluating reading achievement. A sample of 128 second-grade students was tested with a standardized reading test, the Gates-MacGinitie Reading Test, to determine their current reading achievement levels. Causal conversation was recorded on tape for…

Second-grade pupils using the Ginn "Reading 360" or the McGraw-Hill "Programmed Reading" were compared in their reading and retelling of the story "King Alfred and the Cakes." Analysis, using the Reading Miscue Inventory, of the performance of 20 selected pupils indicated that those taught with "Programmed…

This study examined oral-reading characteristics associated with language development in second-grade children, working on the suppositions that oral syntactic proficiency influences a child's use of syntax while reading and that this influence can be seen in oral reading, particularly in the contextual appropriateness of errors. It was also…

In 3 second-grade classrooms within diverse educational settings, the theory of culturally responsive teaching was utilized in combination with the strategy, Text Talk. Text Talk is a strategy generally used with young children during read-alouds to foster oral language and comprehension. Culturally response teaching builds on students' prior…

A study investigated the use of riddles beginning with How, When, and Why to see which question type was easier for low-achieving students to answer correctly, and to see if practice could increase the number of correct answers chosen. For comparison purposes, scores were also collected for an average-achieving group without practice, to see if…

THE RESULTS OF THE CONTINUATION OF USOE PROJECT 2745 WHICH EVALUATED THE READING ACHIEVEMENT OF STUDENTS TAUGHT BY THE INITIAL TEACHING ALPHABET (ITA), THE DIACRITICAL MARKING SYSTEM (DMS), AND A TYPICAL BASAL READING SERIES (TO) ARE REPORTED. A NEW SET OF DMS MATERIALS WAS DEVELOPED AND USED IN SEVEN FIRST GRADES. THE READING ACHIEVEMENT OF THESE…

Concludes that cognitive development tasks may primarily evaluate reading readiness and suggests that proficient readers are particularly sensitive to semantic text cues. (FL)

A study examined children's comprehension of and preferences for basal reader stories with differing levels of coherence. The subjects were 58 second grade students who each read orally three stories judged to differ substantially on the number of incoherences in the text. Incoherences were defined as confusing referents, unclear relationships…

To discover the strategies good and poor readers employ at grades two, three, and four, a case study focused on the oral reading of four students (two good readers and two poor readers) in their second, third, and fourth grade years. Data were examined and interpreted. All four children either increased their ability to make use of cuing systems…

A sample of 48 second grade and fifth grade children, containing equal numbers of high and low ability readers, participated in a study that explored the degree to which oral and silent reading represented the same cognitive process for different age and ability level children. Their reading rates and comprehension scores for both oral and silent…

A study was conducted with disadvantaged second-graders to test the value of oral reading of literature for increasing reading achievement, presenting books as a source of pleasure, and strengthening vocabulary by offering wider language models than the disadvantaged child's milieu provides. Teachers in the experimental group read, orally, a story…

In an attempt to demonstrate that the mismatch between the grammatical features of Black dialect and Standard English grammar used in children's reading materials is a source of reading interference, 67 second and third grade Black dialect speaking children each read orally a text written in Black dialect and a parallel text written in Standard…

This article presents a reading assessment pilot test that took place in the context of a process of analysis and dialogue aimed at contributing to the analysis of school quality in Peru, as part of a World Bank sector assessment. Peruvian first and second graders at the bottom half of the income distribution were asked to read a brief passage…

A study was conducted to describe the characteristics and effects of the verbal feedback offered by teachers to student miscues occurring during group oral reading instruction. Analyses were also made of the ways in which teachers varied feedback between students at different ability levels. The subjects were eight second grade teachers and their…

Used a questionnaire to examine the home reading experiences of 249 second graders enrolled in a Title I rural K-2 elementary school. Found that second graders read aloud to caregivers more than the caregivers read aloud to the children. Reading interactions occurred at home. The majority of homes had children's books and other reading materials…