Noting that most classroom teachers use informal reading inventories (IRI) as diagnostic instruments, a study examined what oral reading accuracy level is most appropriate for the instructional level and whether repetitions should be counted as oral reading errors. Randomly selected students from the second through fifth grades at two elementary…

This article discusses three major reasons why children who can decode the stories in their basal readers may still have problems reading content area textbooks. The reasons include: (1) lack of prerequisite knowledge (including content, discourse, and strategic knowledge); (2) poorly written textbooks; and (3) negative classroom experiences in…

This reading text is intended to help teacher education students become successful teachers of reading in the classroom, and is designed to help them to become diagnostic teachers. The text states that diagnostic teaching is a methodology that requires that the teacher ascertain the level of functional skills and abilities of each child in the…

A study examined the effect of the prereading activity called story impressions on reading comprehension and oral reading miscues of students. Story impressions give clues concerning characters and events in an as yet unread story and ask the students to write a story to make the story fragment comprehensible. Subjects, 60 second grade students…

An informal survey examined education students' recollections about learning to read to gain insights about their reading attitudes. It was anticipated that, as a result of the study, subsequent courses education majors would take in reading instruction and/or in their field experiences might need to be modified. The survey was conducted over a…

Twenty-seven second-grade students were observed during two reading periods to examine the nature of instruction and academic responding time for students in high, middle, and low reading groups. Across all groups, it was found that students spent about 20 minutes of a 120-minute typical reading period actively engaged in academic responding, and…

Intended to help educators explain an instructional program to parents, this document presents and discusses the following ten statements reflecting traditional views about teaching reading: (1) Reading is a simple, passive mental process. (2) An efficient reader pronounces every word in the passage. (3) When children come to an unfamiliar word,…

Using an adaptation of a miscue taxonomy developed by Cziko, a study compared the reading performance of: (1) English-monolingual and bilingual third-grade students reading in English; (2) Spanish-monolingual and bilingual third-grade students reading in Spanish, and (3) bilingual third-grade students reading in Spanish and English. The subjects…

Condensed from "Journal of Reading, Volume 12 (November 1968), 139-141

A total of 163 teachers were involved in a study to determine whether primary school teachers exhibited different attitudes toward specific kinds of oral reading errors than did teachers of older students, whether the attitudes of teachers of English as a second language and special education teachers were similar to the attitudes of regular…

In Nashville, Tennessee, there are children representing 24 different non-English language groups. Teachers involved with planning instruction for and teaching such language minority children should consider not only the language differences, but also the cultural differences since many foreign students are from cultures very different from the…

An informal study of four fourth and fifth grade poor readers was undertaken (1) to compare the repeated reading method of instruction with the method of teaching children to recognize lists of words rapidly and (2) to develop an approach that might be helpful in studying the effects of prosodic cues and their contributions to the repeated reading…

This is the first of six volumes providing information drawn from a project designed to compile a substantial data base on reading errors for use by researchers and teachers. This volume contains three parts: (1) introductory sections describing the background of the project; (2) technical sections on the subjects and the texts used in this…

This is the last of six volumes providing information drawn from a project designed to compile a substantial data base on reading errors for use by researchers and teachers. This volume contains transcriptions of oral reading error studies conducted with eighth, ninth, and tenth grade students. The transcriptions are organized according to grade…