Students with emotional and behavioral disorders have historically experienced poor outcomes in the area of reading. One strategy that has been suggested for improving oral reading fluency for students with or at risk for emotional and behavioral disorders is repeated reading. However, there has not been an evidence-based review that examines the…

Second language research and classroom practice have tended to sideline reading in favor of an emphasis on the oral language development of the English Language Learner (ELL). First-language (L1) reading research is well developed but has limited usefulness to the teacher or researcher interested in second-language (L2) reading. Developing L2…

Concludes that methodological problems must be overcome and certain critical assumptions validated before the results from oral reading error analysis can be used confidently. (AEA)

Investigates differences between two types of reading probe material to monitor students' oral reading fluency over time. Reading sources were the curriculum in which the child was being instructed at school, and a set of generic (curriculum-independent) passages. Results indicated that students read significantly more words correct in the generic…

Investigates the impact of the interspersal procedure on students' reading tasks. Students read out loud two passages, with one containing additional interspersed brief, easy paragraphs. Students selected the passage that would require the least effort and the least time to read. Results suggest that the interspersal procedure may improve…

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)

Argues that the results of oral reading tests may be interpreted as being more precise and reliable than is warranted and that the amount of error in the results of these tests may make them more variable than is typically assumed. Recommends ways to improve the interpretation of oral reading test scores. (FL)

Reviews research from 1981 to 1992 on oral reading instruction. Concludes that oral reading instruction is a legitimate part of a developmental reading program. Suggests that oral reading can offer benefits of increased fluency, comprehension, and vocabulary if instruction is purposeful, based on making meaning out of print, and engages all…

Reviews research on the possible roles that errors might play in learning to read. Contrasts a productive view of errors with the view that errors are problematic to instruction, stating that the two are compatible. Concludes that errors can have both a generative and an inhibiting function depending upon instructional conditions. (GEA)

Concludes that there is no adequate support for recommending that teachers attempt to increase the incidence of a child's self-corrections when reading. (FL)

Discusses current research regarding oral reading errors or miscues to facilitate teacher expertise in decision making within the fast-paced interaction of reading instruction. (MG)

To develop a historical perspective on the sources of the controversy over the appropriate place of oral reading in formal reading instruction, this paper presents a brief history of oral reading instruction as used in American schools from 1880 to the present. The paper describes in detail both classroom and clinical practices that rely on oral…

A paper dealing with the comprehension of metaphor and a second paper addressing the ramifications of the first paper's ideas for teaching practices are contained in this report. The opening section of the first paper explains why language theorists and scholars in a number of disciplines are interested in metaphor. Its next section deals with…

The psychological process of segmenting sentences into meaningful units or "chunks" is believed to be an important aspect of text comprehension processes. The most characteristic type of parsing task elicits perceptions of text structure indirectly by asking individuals to make judgments about pause placement in sentences. In four…

This literature review considers some of the work done on oral reading as a diagnostic tool and as it relates to teacher training and attitudes toward reading. It mentions some of the ways oral reading has been used in assessment, discusses Kenneth Goodman's model of reading, considers some of the criticisms and supports of the model, and points…