Reading disability is the most common disability. At least one in five children has significant challenges learning to read. This study focused on the oral reading performance of 30 Year-Three students. The students were identified as less proficient readers from two randomly selected primary schools in Brunei Darussalam. The oral reading…

The study examined the effects of two previewing activities (concept analysis activity-CAA-and a motivation statement) on the oral reading miscues of 36 poor readers (9-11 years old). Results indicated the CAA significantly decreased oral reading miscues and increased oral reading speed. (Author/CL)

Analysis of the on-line reading performance of reading-disabled and nonhandicapped Chinese elementary school students revealed that all readers used various language cues suggesting a universal aspect of reading process, although disabled readers were unable to use spoken speech to understand seemingly disjointed Chinese characters or to decipher…

A student's misreading of the word "statues" as "sanctuaries" and an application of miscue analysis show how students' egos can be boosted. The student expressed surprise when informed of his misreading, wondering how he could confuse the words. The student's reading specialist explained to the student that his…

Shows that when readers read independently after immediate correction, they continued to self-correct smaller percentages of miscues and were less accurate in identifying words. (HOD)

Reports on a study in which 12 Asian children's performance in reading aloud a story to their teacher was recorded, transcribed, and analyzed. Draws tentative conclusions about strategies used by children in learning to read a second language. (GT)

Argues that encouraging poor readers to correct their miscues helps them to improve their skills in reading for meaning. Proposes a four-step procedure to encourage corrections. (FL)

Focuses on a subgroup of nonconcept-aware readers--children who have sufficient concept knowledge, but who rely excessively on the processing of the data on a printed page. Discusses the nature, contexts, and how to assess overreliance on data processing. (MS)

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…

Suggests that when miscue analysis is associated with remedial techniques, computer-assisted learning constitutes a viable method of remediation. (NH)

Teacher interruptions of oral reading can have adverse effects on reader progress. Teachers can effectively monitor their own behavior by audiotaping reading lessons, analyzing behaviors, and improving instruction. Teacher self-monitoring of timing, point, and form of corrective feedback may help negotiate remedial and special education students…

Reports the findings of a study of poor readers suggesting that specific types of miscues did not predict comprehension level. Proposes that comprehension performance might involve skills and processes not indicated by miscue analysis alone. (FL)

Reports that good elementary school readers corrected more miscues than did poor readers, that poor readers relied more on graphophonemics to make corrections than did good readers, and that there were small differences between both groups' use of semantics and syntax to make corrections except as material increased in difficulty. (FL)

Focusing on the affective aspects of children's learning, this book presents a view of learners with special needs in the widest sense, including their responses to their environments at school and at home; and the dynamics of the literacy-learning processes--how to view them and what to look for. The book also introduces BRAT (Building Reading…

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…