In the most adequate psycholinguistic model of the reading process the proficient silent reader decodes directly from graphic surface structure into deep structure, with no decoding into oral surface structure. Three cue systems used by all proficient readers include graphic cues (letters and words), syntactic cues (the grammatical arrangement of…

Discusses trends in miscue analysis and considers evidence that both the process and the resultant miscue patterns vary as a function of a complex interaction among several variables. (HOD)

Presents evidence from oral reading miscue research to support a psycholinguistic view of why omissions take place and how they reflect the reading process. Classifies word level omissions as deliberate and nondeliberate. (MKM)

Fourth grade students' miscues occurring in signaled sentence combining exercises were compared with their reading miscues in a study relating cognitive style to miscue analysis of reading and writing. The records of 16 students were used, with reflective students and impulsive students so designated on the basis of their miscues per one-hundred…

Encompassing his work in the psycholinguistics of reading, this book presents Kenneth Goodman's major papers focusing on miscue analysis, the theoretical model of the reading processes derived from it, and relevant research perspectives. Following an introduction to Goodman's works, the articles discuss the following topics: (1) the reading…

Presents reasons for the current upsurge in interest in oral reading errors, including theoretical shifts in how the process of learning to read is to be viewed and evaluated. Stresses the difference between descriptive and linguistic error analysis and develops leads that have emerged from studies using linguistic error analysis. (Author/FL)

Reviews findings on miscue analysis, a psycholinguistic study that seeks to explain why and how readers produce inaccuracies when they read words from the page. Discusses the classification of miscues, oral reading vs. silent reading, and the importance of context. (KH)

A review of the literature on miscue analysis supports the assumption that reading is a language process. All three language cue systems--graphophonic, syntactic, and semantic--must interact if reading for meaning is to occur, and a whole language environment is necessary for a student to develop reading proficiency. (AEA)

Retrospective Miscue Analysis (RMA) is an effective instructional procedure in which a group of readers listen to tape recordings of oral readings. A group member may stop the tape whenever a miscue is identified. The miscue is then analyzed by answering questions about the miscue. RMA can be easily adapted for use with microcomputers or for…

One of the newest theories of reading states that readers rely on graphic, syntactic, and semantic cues to get meaning from a text. In the area of syntax, some recent studies not only support its importance but seem to indicate that sentence combining exercises used in writing classes may improve students' syntax sufficiently to help them in…

The responses of students, asked to retell stories they had read, were studied through language miscue analysis. The research yielded insights in how readers: (1) predict the author's message; (2) form concepts essential for comprehension; and (3) relate stories to their cultural background. Implications for classroom instruction are discussed.…

Reviews research in which children's processing of individual words is examined in prose context. When taken together, the data suggest that the reader's dependence on contextual constraint for individual word identification decreases with age. (HOD)

Following a review of empirical research on teacher feedback to students' wrong responses, this paper describes a paradigm for use with direct instruction materials, applying the feedback model to comprehension tasks from traditional reading and science textbooks. The next section details a classification system for wrong responses grouped into…

Each of the 12 articles in this book deals with an aspect of linguistics theory and its application to understanding or teaching reading. The topics covered include: defining reading in proper perspective, the relevance of applied linguistics for teachers of reading, why children should want to learn to read, dialects and reading, the features of…

Research on children's oral reading errors provides evidence that both top down and bottom up processes interactively contribute to reading. Syntactic and semantic expectations are sources of information for top down processing, while knowledge of letter-sound relations provides information for bottom up processing. As children learn to read,…