Describes an approach that teachers can use to gain information about particular difficulties students have with their reading and to develop strategy lessons to help overcome these problems. (AEA)

Studies the responses of four teachers to errors made in oral reading. Concludes that although they used more than one strategy, the "tell" method of instant correction was used far more often than any other. Urges reading teachers to determine which methods are best for each student. (RS)

Identifies the miscues adult Chinese learners of English typically make in their reading, the positive and negative impact of first language influence on their foreign language reading, and the role language development plays in reading comprehension. (RS)

Supports the argument that there are differences between the reading strategies of children and adults and suggests that pedagogy can take these into account to make adult basic education programs more effective. (AEA)

This study investigated responses made by prospective teachers when conducting an Informal Oral Reading Inventory with a student whose oral reading exhibited some features of black dialect. (HOD)

Describes specific training, using taped readings, designed to prepare teachers to accurately assess the oral reading of students who exhibit dialect or second language influences in their speech. (MKM)