Discusses a study which focused on how well elementary children supply appropriate intonation to written sentences and which found that many intonation patterns predictable by syntax had not been mastered even by children who were reading on fourth and fifth grade levels. (JM)

The purpose of this study was to examine the character identification strategies of Chinese children during their oral reading of a continuous text. Eighteen second graders' oral reading of a story, as well as an interview about their decoding strategies, were audiotaped and transcribed. The results generally converged with those of previous oral…

The purpose of this study was to determine the disruptive effect of unknown words on reading and to examine this effect in relationship to grammatical position and modification type. Forty second grade children from two different lower middle class, semirural schools were randomly assigned to the standardization group or the experimental group.…

Concludes that cue systems within words (graphics) are affected by syntactic and semantic cue systems within the sentences. (RB)

Concludes that teachers should use less difficult reading material when administering oral reading tests for a true picture of a child's syntactic and contextual strategies. (MKM)

Analysis and comparison of the decoding strategies of 50 Hawaiian Islands dialect speakers in grades four, five, and six showed statistically significant differences in the strategies used by average and below-average readers in each grade and across succeeding grade levels. (JM)

This study compared syntactic complexity and vocabulary diversity in two groups of books that can be used for reading aloud to preschool children: books recommended by authorities in reading and children's literature for reading aloud and "grocery store" books (small, inexpensive picture books that can be purchased in grocery stores).…

Syntactic and semantic cueing were examined as used in oral reading by 30 college freshmen, half of whom were higher in vocabulary on the Nelson-Denny Reading Test and half of whom were higher in comprehension scores on the same test. The subjects were selected from 168 freshmen, all of whom were poor readers and spoke predominantly English. All…

Finds significantly more errors and a higher percentage of detrimental errors on passages composed of later appearing structures. Supports Goodman's view of the reading process (that reading is a "psycholinguistic guessing game"), and indicates a need for more sophisticated readability formulas. (RL)

Analyzes and classifies types of oral reading miscues and suggests that children learn to utilize sound-letter correspondences but know immediately to transfer their knowledge of spoken language patterns to reading. Tables and bibliography. (RW)

The purpose of this study was to determine if differences existed between second- and fifth-grade students' word recognition errors, and if differences existed between the word attack strategies utilized by them. Using the Informal Reading Inventory, a random sample of twenty-five second graders and twenty-five fifth graders was taken from three…

The purpose of this study was to investigate whether high school subject matter text which was revised on the basis of secondary school students' oral reading miscues that result in grammatical re-transformations had greater readability than the original text. The subjects, 217 students, were randomly selected and were assigned to stanine levels…

Reports that good elementary school readers corrected more miscues than did poor readers, that poor readers relied more on graphophonemics to make corrections than did good readers, and that there were small differences between both groups' use of semantics and syntax to make corrections except as material increased in difficulty. (FL)