Analyzes possible reasons for decoding errors. (MKM)

Test results show that children who are skilled comprehenders are more rapid at oral word decoding than are less skilled comprehenders. (Author/DEP)

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)

To examine the effect on comprehension of mistakes made while reading, a three-experiment study was conducted. A secondary aim was to determine whether the unskilled reader would make hypotheses about what words in the text should be. In the first test, 80 nine-year-old students with average or above average reading abilities read narrative…

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

It has been suggested that good readers make better use of semantic/syntactic information and use relatively less graphic information than do poor readers. To test these hypotheses, minor visual alterations were inserted in words in connected text. Fifteen good and 15 poor readers at the fourth-grade level read two of the altered Passages orally.…

This article challenges the word-identification view of reading and the resultant assumption that anyone who has difficulty reading words is dyslexic. It describes research demonstrating that word identification is less important in proficient reading than coordinating various language cues and metacognitive strategies to construct meaning. The…

This paper investigates the intentional creation of ambiguity by composers of cryptic crossword puzzles. Taking a research question of "what makes a cryptic clue more difficult to solve than a simple crossword clue," it compares a sample of cryptic and quick crosswords from "The Guardian" and attempts to isolate the linguistic…

The reading responses of 80 second grade students to words in context and words in isolation were analyzed. The children were tested individually with four oral reading selections (kindergarten through third grade levels), a set of comprehension questions, and a word list. The children recognized fewer words in isolation than in context. The…

A study was conducted to determine whether word length and sentence position influence the likelihood that a child will acknowledge that a word has disrupted comprehension of a reading passage. In the first task, third and fifth grade skilled and less-skilled readers read 16 short paragraphs containing nonsense words and reported whether the…

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)

The described teacher education course is designed for elementary school teachers seeking to develop skills for building decoding ability in their beginning reading students and students who need remedial help. An outline of the scope and sequence of topics is given as well as a description of activities and resources involved in the course.…

Using authentic materials, this study compared the oral reading miscues of 20 university students with reading related learning disabilities to 20 controls matched for age, gender, ethnicity, college GPA, reading achievement score, and college of major. All participants orally read two passages with different text structures from a college…

Intended for reading teachers and teacher educators, this book provides an analysis of 12 fallacious beliefs thought to be responsible for the perpetuation of ineffective and inappropriate approaches to reading instruction. The introduction looks at the dangers of the myths that underlie reading instruction, discusses how the myths arise out of an…