Suggests that time spent analyzing insertions and omissions in oral reading diagnosis might be better used on the more frequent, more distortive substitutions. (MKM)

Reviews the research concerning correction behavior and offers suggestions for encouraging students to correct miscues in oral reading. (FL)

Concludes that insertion and omission miscues made by either good or poor readers at instructional or frustration levels cause little syntactic and semantic distortion, and that, consequently, time spent coding and interpreting such miscues is probably wasted. (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)

Three research projects were conducted at the University of Maryland's Reading Clinic (for students in grades one through twelve) to evaluate the efficiency of clinical procedures and to generate research hypotheses and techniques. Using data from randomly selected clinical case studies, the research projects focused on two diagnostic procedures:…