Suggests the need for a model of reading in which the use of text data and prior knowledge structures in story understanding varies according to the complexity of the comprehension task, the familiarity of the text, and the level of understanding required of the reader. (HOD)

Changes in oral reading miscues as a function of quantity of miscues were studied by evaluating the oral reading of eighth-grade children reading passages of sixth-, eighth-, eleventh-, and thirteenth-grade readability. (HOD)

An acquisition model of decoding is proposed to explain the kinds of errors children make as they try to read. (Author)

Discusses trends in miscue analysis and considers evidence that both the process and the resultant miscue patterns vary as a function of a complex interaction among several variables. (HOD)

Describes an experiment designed to determine whether beginning readers read with fewer oral reading errors if the reading materials have content directly related to the reader's existing cognitive structure. (HOD)

Investigates the use of graphic and contextual information by average and below-average readers when reading with equal rates of miscues. (HOD)

Shows that when readers read independently after immediate correction, they continued to self-correct smaller percentages of miscues and were less accurate in identifying words. (HOD)

Findings from this study suggest that by the end of the first grade, children taught using "meaning emphasis" curricula shift towards increased use of graphic information when confronted with reading material in which words are harder to identify. (HOD)

Examines the effects of prior knowledge and oral reading accuracy on miscues and comprehension of third-grade average readers who read expository passages orally. Finds that children with high prior knowledge made fewer miscues which resulted in meaning loss, and that their miscues were graphically less similar to the text word. (MM)

Agrues that the Reading Miscue Inventory (RMI) concepts are useful for analyzing oral reading errors made within the boundary set by Informal Reading Inventory (IRI) concepts.

Examines the patterns of oral reading miscues, retelling, and fluency of mixed dominant Hispanic students (students whose English or Spanish dominance cannot be clearly determined). Finds that mixed dominant students are not easily categorized into a homogenous group. Suggests that some of their strategies and skills may have been underutilized.…