In the present study, it was aimed to explore effects of repeated reading fluency intervention with performance based feedback on a student with reading difficulty. In the research, it was studied with a student having reading difficulties determined prior to intervention. During the intervention which lasted 38 hours, the activities including…

In the present study, it was aimed to explore effects of repeated reading fluency intervention with performance based feedback on a student with reading difficulty. In the research, it was studied with a student having reading difficulties determined prior to intervention. During the intervention which lasted 38 hours, the activities including…

At school, Salem, (pseudonym) was below his reading level but above his writing level according to his teacher. At home, his father perceived Salem as a proficient reader capable of working independently. From the author's point-of-view, Salem needed to revalue himself as a reader through understanding that his miscues are an attempt to construct…

Concludes that there was no significant difference in the reading proficiency of second-grade students who were taught with an experimental reading strategy technique and those taught with a traditional method of reading instruction. (FL)

Discusses the basic precepts of the Reading Miscue Inventory as an evaluation of oral reading. (TO)

Explores the effectiveness of training in miscue analysis on teachers' perceptions of reading, accuracy in describing reading behavior, and judgments of readers' patterns of strengths. Concludes that the training was valuable. (FL)

Examines differences in the response patterns of primary school children in oral reading and an auditory cloze task. Concludes that the proportions of wrong responses and morphemically acceptable responses were greater for the cloze task, especially for passages on or above an individual's reading level. (FL)

Analyzes oral reading errors made by 20 children during their second year of formal reading instruction. (JM)

Reveals statistically significant differences in the oral reading strategies employed by average and below average readers in each grade, and across succeeding grade levels. (Author)

Investigates word recognition criteria at the instructional level. Finds that primary and intermediate grade students score below the Betts criteria when miscues are counted but score above the criteria when only significant miscues are counted. Concludes that the Betts criteria are too stringent, especially for primary grade students. (RS)

Five examples illustrate how teachers can analyze patterns of oral reading errors informally, effectively, and inexpensively. (RL)

Finds significantly more errors and a higher percentage of detrimental errors on passages composed of later appearing structures. Supports Goodman's view of the reading process (that reading is a "psycholinguistic guessing game"), and indicates a need for more sophisticated readability formulas. (RL)

Argues that children with limited English-speaking ability are often misdiagnosed as poor readers on formal and informal measures of reading ability. Offers suggestions for management of true miscues made in oral reading. (FL)

Describes the impact of the Reading Miscue Inventory (RMI) on the case study results of two primary grade students and one seventh grade student who had been referred to a college reading clinic. (FL)

Examines the effects of self-monitoring and task-specific strategy training on a poor reader's oral reading miscues. Finds that self-monitoring reduces oral reading errors but that the combination of both strategies yields no further reduction in miscues. (RS)