Background: Although a large body of research has investigated teachers' reading-related knowledge and associated pedagogical practices, comparatively little is known about these factors in parents. Therefore, the present study examined the association between parental reading-related knowledge and feedback during child-to-parent reading. Methods:…

This research explores the impact of flashbacks and changes in settings and narrators on reader comprehension. Individually, 34 fourth graders (9 and 10 years of age), mostly with above average reading abilities (5.0), orally read the first chapter of a novel. Both publisher and readability formulae estimated the text to be at a fourth- grade…

This paper describes two tests designed to find out whether children would be helped in their reading by the use of word and letter spacing that was looser or tighter than commonly used default values. In each test, 24 six-year-old children were asked to read aloud in a classroom; the realistic, high-quality test material was set using a range of…

Thomson was the first of very few researchers to have studied oral reading errors as a means of addressing the question: Are dyslexic readers different to other readers? Using the Neale Analysis of Reading Ability and Goodman's taxonomy of oral reading errors, Thomson concluded that dyslexic readers are different, but he found that they do not…

Suggests a modified form of miscue analysis that avoids the confounding effects of the reader's ability to use graphic information. (FL)

Examines syntactic, semantic and grapho-phonic miscues made by early readers of varying ability. Finds that (1) passage complexity affects use of syntactic and semantic cues; (2) high and above average students' miscue quality deteriorates as text complexity increases; and (3) higher word recognition scores relate to effective use of grapho-phonic…

Presents an exploratory investigation of six case study subjects (bilingual 4th and 6th grade students, speakers of Spanish and Nahuatl from Central Mexico) that seeks to develop a typology of one aspect of text processing by second language readers that would be difficult to assess by other evaluation approaches that do not require oral reading:…

Presents reasons for the current upsurge in interest in oral reading errors, including theoretical shifts in how the process of learning to read is to be viewed and evaluated. Stresses the difference between descriptive and linguistic error analysis and develops leads that have emerged from studies using linguistic error analysis. (Author/FL)

Reports on a longitudinal case study of a teacher's response to the miscues of substitution produced by two beginning readers. Categorizes the teacher responses into five main types, and explores the effectiveness of those responses. (SR)

Describes a study of oral reading errors by six-year-olds indicating that previously read words are frequently substituted at points of miscue, but that reliance on this source decreased over the year, casting doubt on previously postulated developmental phases of reading. (HTH)

Investigates whether 11-year-old children in Singapore, from English Dominant or English Non-Dominant backgrounds, read better orally when words were presented in list or text. Finds that readers with less exposure to English relied more on contextual information than more experienced readers, and that reading miscues varied according to whether…

Suggests that, in the majority of the aspects of the reading process examined, there was a statistically significant interaction between illustration and difficulty levels. Finds that reading performance in the illustrated conditions was superior to that in the unillustrated conditions at the lower level of difficulty. (JD)

Concludes that less proficient readers, in general, are less able to use graphophonic cues and may rely more on contextual cues than proficient readers.