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…

Argues that teachers, diagnosticians, and other educators need to reevaluate their thinking about reading. (Author)

Suggests a modification of the miscue analysis procedure for the classroom teacher's use. (MKM)

The study examined the effects of two previewing activities (concept analysis activity-CAA-and a motivation statement) on the oral reading miscues of 36 poor readers (9-11 years old). Results indicated the CAA significantly decreased oral reading miscues and increased oral reading speed. (Author/CL)

Reviews the literature in the Educational Resources Information Center (ERIC). (RB)

Examines the oral reading errors of one child to illustrate how a diagnosis is made, principally for instructional needs in word recognition. (RB)

Suggests that time spent analyzing insertions and omissions in oral reading diagnosis might be better used on the more frequent, more distortive substitutions. (MKM)

Suggests that the effects of teachers giving feedback to students during oral reading can be quite significant and that such feedback should be carefully analyzed for perceived meaning and purpose as well as for results. (TJ)

Concludes that a higher incidence of oral reading errors is associated with close proximity to unknown words. (RB)

Concludes that self-correction is a positive indicator that the reader is comprehending. (RB)

Describes a means of diagnozing the reading miscues of elementary level readers. (RB)

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

Describes the feedback to oral reading miscue analysis system (FORMAS), a systematic procedure for teachers to use in examining the characteristics and effects of their own feedback to students' oral reading miscues. (FL)

Suggests the need for a model of reading in which the use of text data and prior knowledge structures in story understanding varies according to the complexity of the comprehension task, the familiarity of the text, and the level of understanding required of the reader. (HOD)

Discusses uncertainties in regard to the usefulness of the oral reading miscue analysis explained by P. David Allen and Dorothy J. Watson in their book "Findings of Research in Miscue Analysis: Classroom Implications." Notes that various problems of interpretation still surround the theory and workings of this procedure. (TJ)