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

The effect oral reading fluency has on comprehension is still being ascertained. This project examines the role of fluency and the effect it has on analysis skills. The purpose of this study is to show that fluency affects overall reading comprehension. Literature supports the view that fluent reading frees up capacity for the comprehension of…

Authors developed the PARS (Parent As Reader Scale), an instrument which rated the parent-child interaction as the parent showed the child a story book; statistical tables are given. (Author/SP)

The purpose of this article is to enunciate some principles and techniquea of oral interpretation and to suggest their possible application in the elementary classroom. (Author)

A retarded boy, unable to read orally or with comprehension, was taught to match spoken to printed words and was then capable of reading comprehension (matching printed words to picture) and oral reading (naming printed words aloud), demonstrating that certain learned auditory-visual equivalences are sufficient prerequisites for reading…

Reports the type and frequency of oral reading errors at independent, instructional, and frustration reading levels for 68 children in grades 4 through 6 and concludes that oral reading for diagnosis is both valuable and necessary. (MD)

As a result of highly specific phonic lessons, reading performance was increased by three years over a three month period. (Author)

Discusses four oral reading methods (Neurological Impress Method, Echo Reading, Repeated Readings, and Assisted Reading) in terms of their potential for building fluency. (Author/DB)

Suggests that time spent analyzing insertions and omissions in oral reading diagnosis might be better used on the more frequent, more distortive substitutions. (MKM)

Describes a study that demonstrates positive correlations among student performances in oral reading, spelling, and knowledge of graphemic options. (TJ)

Discusses problems with oral reading, recommends standards to guide the selection of oral reading materials, and suggests nine directions to children to guide their rehearsal for oral reading. (DD)

Describes a plan designed to encourage students to read aloud by offering them bonus points for reading, letting them read as long as they want, and allowing them to designate the next oral reader. (RS)

Acoustic phonatory events were identified in 14 women diagnosed with adductor spasmodic dysphonia (ADSD), a focal laryngeal dystonia that disturbs phonatory function, and compared with those of 14 age-matched women with no vocal dysfunction. Findings indicated ADSD subjects produced more aberrant acoustic events than controls during tasks of…

Records the eye movements of college age readers while they read aloud and then analyzes to see if there is a causal relationship between "careless" eye movements and oral reading omissions and substitutions. Finds that contrary to conventional wisdom, most omitted and substituted words are visually examined, and examined thoroughly,…