Quantifying the decoding difficulty (i.e., 'decodability') of text is important for accurately matching young readers to appropriate text and scaffolding reading development. Since no easily accessible, quantitative, word-level metric of decodability exists, we developed a decoding measure (DM) that can be calculated via a web-based scoring…

As readers struggle to coordinate various reading- and language-related skills during oral reading fluency (ORF), miscues can emerge, especially when processing complex texts. Following a miscue, students often self-correct as a strategy to potentially restore ORF and online linguistic comprehension. Executive functions (EF) are hypothesized to…

Suggests ways to help students avoid miscues caused by eye dialects in their reading. (DD)

This interview with reading expert Jeanne Chall focuses on criticism by Bruno Bettelheim of basal readers and phonics for beginning readers. (GC)

Offers the rationale for switching from sight word cards to sight phrase cards and provides several other techniques to improve reading ability. (TO)

Discusses the basic precepts of the Reading Miscue Inventory as an evaluation of oral reading. (TO)

Intended to help reading instructors better understand the nature of reading errors, this report carefully examines one type of error--word omissions. Following a review of research in the area of omissions, the report discusses in detail the omission patterns, in context, of a single reader, then summarizes four key points about omissions…

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…

Five examples illustrate how teachers can analyze patterns of oral reading errors informally, effectively, and inexpensively. (RL)

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)

Repetitions in children's oral reading are typically thought of as disruptive, signalling the kind of careless reading symptomatic of random eye movement or inattention to context. This perspective, however, runs contrary to clinical experiences, which have revealed that many repetitions are deliberate and benefit the reader by serving at least…

A brief introduction to the field of psycholinguistics and its contributions to the development of a theoretical model of the reading process is presented. Selected elements of a psycholinguistic model of the reading process with a focus on the reader's use of linguistic cue systems are delineated. The concept of an efficient decoding strategy is…

A one year descriptive study investigated the strategies used by a group of competent beginning readers who were learning to read in a program in which text reading was the main instructional task. Subjects included 52 six-year-old children attending 20 randomly selected schools in Auckland, New Zealand. Strategy usage in oral reading was related…

The reading achievement of 31 male juvenile delinquents was analyzed and compared to previous reading research on similar subjects. The subjects were nine learning disabled students, five emotionally handicapped students, five educable mentally handicapped students, and twelve students who were in the process of being evaluated for special…

Common misconceptions about children's reading difficulties are discussed, and practical suggestions for classroom remedies are presented. (LH)