Reviews various procedures for diagnosing secondary school students' reading problems, including affective diagnosis, general cognitive diagnosis, and diagnosis of the students' overall academic performance. (AEA)

Examines the strategies readers engage in by analyzing their self reporting responses during and after reading a passage. Argues that teachers should instruct children to be aware of the nature and effectiveness of their own reading strategies. (RAE)

Demonstrates how readers' use of cohesive ties can be examined as part of a miscue analysis. Suggests types of differences in miscue patterns between third grade students of different reading proficiency. (EL)