Examines the scoring and interpretation practices of well qualified reading specialists in oral reading. (RB)

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

Concludes that oral reading should be encouraged as a possible means of improving the comprehension of disabled secondary school students. (FL)

Reports on a study that investigated the relationship between intonation in oral reading and reading comprehension of Black West Indies college students. Concludes that there were no significant relationships and outlines procedures for future research. (FL)

The feasibility of administering the Woodcock Passage Comprehension Test in written rather than oral form was examined. The written test was found to be a quick and valid assessment of students' reading achievement. (MKM)

Reveals that first-grade students preferred to read silently, while third-grade students preferred oral reading. Third-grade readers' reasons for preferring oral reading indicated that they had been conditioned to view reading as a means of allowing teachers an opportunity to correct mistakes rather than as a communicative activity. (FL)

Studied teachers' responses to syntactically and semantically acceptable miscues, to dialect different miscues, and to graphic and sound similar miscues. Teachers objected most strongly to miscues related to dialect. (MKM)

Concludes that oral reading should be given additional emphasis in the elementary grades. (FL)

Offers techniques teachers can use to incorporate questioning into reading instruction. (FL)

Reports on a program for the improvement of reading skills of children whose scores were below the 50th percentile on the reading subtest of the Stanford Achievement Test. Concludes that, in general, the program helped poor readers improve their reading skills. (SRT)