This study incorporated eye movement miscue analysis to investigate two second-graders' oral reading and comprehension of a counterpoint picture book. Findings suggest the second-graders' strategies when reading the written and pictorial text affected their comprehension as opposed to the number and location of their eye movements. Specifically,…

The goal of this case study was to examine a second grader's reading of picture books using eye movement miscue analysis as a method to further understand reading as a meaning-making process. Two picture books with different relationships (e.g., enhanced and counterpoint) were selected because they elicit varied ways of presenting meaning and thus…

The purpose of this study is to explore the relationship between children's use of reading strategies and language cues while reading and their comprehension after reading two texts: "Cherries and Cherry Pits" (Williams, 1986) and "There's Something in My Attic" (Mayer, 1988). The data were drawn from a larger study of the…

Explains repeated readings and the procedures involved. Looks at the reading miscues of a seven-year-old child over successive readings of a text to learn what miscue analysis reveals about repeated readings, fluency, and the word recognition view of reading. (SR)

Reflects on how miscue analysis empowers teachers and empowers students. Discusses how it changes teachers' understanding of readers who are experiencing difficulty. Discusses Retrospective Miscue Analysis, which involves students in analyzing their own miscues. Offers teachers advice for getting started in miscue analysis, and appends a 38-item…

The final result of this inquiry study will be the compilation of a Literacy Portfolio on a targeted reader. The data included within the portfolio will come from strategies and tools teachers were introduced to in Year One of the Reading Initiative and for which teachers gathered data both on themselves and on younger learners. The study revisits…

Provides a brief background on Retrospective Miscue Analysis (RMA) and explains how the author used it with one struggling third-grade reader. Describes how RMA was used in sessions with Michael over the course of one school year and describes the learning and revaluing that happened for both Michael and the author. (SR)

Are programs that emphasize systematic phonics instruction truly superior to other types of programs for young readers, as the National Reading Panel claims? The authors conducted a study of three different programs to see what kinds of readers are actually emerging from them. Two were commercial programs that used explicit and systematic phonics…

This study examines claims regarding the benefits of systematic and explicit phonics programs by comparing literature-based programs with commercial phonics-based programs to determine which best supports second grades' reading strategies and comprehension. Students in literature-based programs performed comparably in their use of graphophonics…