Quantifying the decoding difficulty (i.e., 'decodability') of text is important for accurately matching young readers to appropriate text and scaffolding reading development. Since no easily accessible, quantitative, word-level metric of decodability exists, we developed a decoding measure (DM) that can be calculated via a web-based scoring…

It is well documented that ELLs face significant challenges as they develop literacy skills in their second language (NCES, 2007, 2011). This population is diverse and growing rapidly in Massachusetts and across the nation (Massachusetts Department of Elementary and Secondary Education, 2013; NCELA, 2011; Orosco, De Schonewise, De Onis, Klingner,…

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…

This bibliography contains 79 entries and is aimed primarily at persons seeking to do research on miscue methodology. It was compiled by a miscue research group at the University of Chicago and is as complete and inclusive as was possible at the time of submission. (Author/WR)

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

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)

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

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)

Changes in oral reading miscues as a function of quantity of miscues were studied by evaluating the oral reading of eighth-grade children reading passages of sixth-, eighth-, eleventh-, and thirteenth-grade readability. (HOD)

An acquisition model of decoding is proposed to explain the kinds of errors children make as they try to read. (Author)

Modifies some widely held beliefs based on previous research on miscue analysis. (RB)