This study described the reading processes of adults in reading programs by collecting oral reading miscues and retellings from 122 adults at reading levels one through eight. Results of factor and cluster analysis revealed the need to look beyond levels of word identification and comprehension in understanding how adults read. (JOW)

The reading practices of four inmates were analyzed, showing very distinct approaches to reading. Standardized tests proved inadequate for assessing their learning needs. Other assessment formats such as miscue analysis and individualized instruction and materials were recommended. (SK)