In this article, which argues that oral reading, when properly utilized, should be a vital part of a well-balanced reading program, possibilities for meaningful audience reading situations are presented. (NQ)

Adapted from Besozzi's M.A. thesis, Kent State University. Paper presented at National Convention of the American Speech and Hearing Association (44th, Denver, Nov. 15-18, 1968). (JJ)

Suggests that by reading aloud, students may come to a greater awareness of the three subsystems of the English punctuation system--inclusion, sentence stops, and sentence marks. (HOD)

Argues that round robin reading is valuable because it prepares students for "the real world" by exposing them to boredom, teaching them to look alert when they are not, teaching the skills of oneupmanship, and teaching inference skills (since it often obscures the story line of a work). (FL)

On all three tests, learning disabled children scored lower than control children. Also, the effect of removing dialect miscues as errors caused an overall increase in reading scores on all three tests. (Author/SB)

An appraisal was made of data reported by Clay (1969) as evidence for individual differences in self-correction behavior in children's reading. It was found that the index of incidence of self-correction used had several properties which could not be justified. (Author/SJL)

Describes the feedback to oral reading miscue analysis system (FORMAS), a systematic procedure for teachers to use in examining the characteristics and effects of their own feedback to students' oral reading miscues. (FL)

Suggests the need for a model of reading in which the use of text data and prior knowledge structures in story understanding varies according to the complexity of the comprehension task, the familiarity of the text, and the level of understanding required of the reader. (HOD)

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

The authors present a technique for analyzing oral reading miscues which has been used successfully with handicapped students. (Author)

Discusses uncertainties in regard to the usefulness of the oral reading miscue analysis explained by P. David Allen and Dorothy J. Watson in their book "Findings of Research in Miscue Analysis: Classroom Implications." Notes that various problems of interpretation still surround the theory and workings of this procedure. (TJ)

Changes in oral reading miscues as a function of quantity of miscues were studied by evaluating the oral reading of eighth-grade children reading passages of sixth-, eighth-, eleventh-, and thirteenth-grade readability. (HOD)

Examines nonsense-passage oral reading in adults. Finds that both affected and compensated-affected dyslexic subjects read the passages more slowly and with more errors than nondyslexic readers. Discusses results in relation to cognitive and neural processes. Finds nonsense-passage reading useful in family studies of inherited dyslexia. (RS)