This study investigated types of oral reading miscues and their relationship with silent reading comprehension among college-level Chinese as a second language (L2) learners, as well as these students' perspectives toward classroom oral reading practice, at three U.S. universities. Altogether, 80 students were selected randomly to participate in…

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

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

Some teachers consider the purpose of oral reading to be accurate word identification rather than identification of meaning. These teachers do not view the oral reading portion of the lesson as an opportunity to guide children in application of meaning identification strategies. (Authors/CJ)

We examined how children with and without oral language (word-finding) difficulties (WFD) perform on oral reading (OR) versus silent reading recognition (SRR) tasks when reading the same words and how lexical factors influenced OR accuracy, error patterns, and nature of miscues. Primary-grade students were administered an experimental reading…

Analyzes possible reasons for decoding errors. (MKM)

Shows that when readers read independently after immediate correction, they continued to self-correct smaller percentages of miscues and were less accurate in identifying words. (HOD)

A study compared the word recognition errors of learning disabled readers using reading instructional level materials (word recognition rates between 3% and 9% and frustration level materials (word recognition rates greater than 9%). Subjects, eight learning disabled students chosen randomly from second, fifth, eighth, and eleventh grade levels,…

Test results show that children who are skilled comprehenders are more rapid at oral word decoding than are less skilled comprehenders. (Author/DEP)

Five examples illustrate how teachers can analyze patterns of oral reading errors informally, effectively, and inexpensively. (RL)

Argues that encouraging poor readers to correct their miscues helps them to improve their skills in reading for meaning. Proposes a four-step procedure to encourage corrections. (FL)

Discusses current research regarding oral reading errors or miscues to facilitate teacher expertise in decision making within the fast-paced interaction of reading instruction. (MG)

Multiple Oral Rereading (MOR), which involves repeated reading of the same instructional unit, has been found effective in remedial reading instruction. In this study, which was designed to provide basic information about the dynamics of such repetition, 32 first-grade children were selected as subjects on the basis of their ability to read, out…

To examine the effect on comprehension of mistakes made while reading, a three-experiment study was conducted. A secondary aim was to determine whether the unskilled reader would make hypotheses about what words in the text should be. In the first test, 80 nine-year-old students with average or above average reading abilities read narrative…