Discusses the nonstatutory guidance sections of Great Britain's National Curriculum which deal with teacher responses to students' oral reading miscues. (RS)

Reports on a longitudinal case study of a teacher's response to the miscues of substitution produced by two beginning readers. Categorizes the teacher responses into five main types, and explores the effectiveness of those responses. (SR)

Describes a study of oral reading errors by six-year-olds indicating that previously read words are frequently substituted at points of miscue, but that reliance on this source decreased over the year, casting doubt on previously postulated developmental phases of reading. (HTH)