This article highlights one mother-son case study that was part of a larger study, Revaluing Readers and Families (Kabuto, [Kabuto, B., 2009], [Kabuto, B., 2015]). Here the author focuses on how the mother, Terry, interpreted her 7-year-old son Peter's oral reading performances and how her interpretation led her to construct a label around a…

Responds to Goodman's criticisms (volume 12 number 4) of his analysis of Goodman's work, using several linguistic and psychological paradigms to challenge the principles on which the work is based. (AA)

Responds to Peter Mosenthal's criticism (volume 12, number 1). (AA)

Reviews the main features of the model, the steps that led to its development, and appropriate approaches to evaluating its adequacy. (AA)

Explores the ability to decode phrases and clauses, using children at three developmental levels to determine the effects of syntactic structure on the eye-voice span. (RB)

Presents evidence from oral reading miscue research to support a psycholinguistic view of why omissions take place and how they reflect the reading process. Classifies word level omissions as deliberate and nondeliberate. (MKM)

Results of questionnaires asking graduate students in reading courses to indicate whether they would correct specific examples of reading miscues and whether they thought the miscues came mostly from blacks, mostly from whites, or from both. (AA)

Forty-six fourth-grade boys were tested to determine to what extent their substitution miscues affected their silent reading comprehension ability and their retelling ability following oral reading. It was found that, while substitution miscues generally detracted from comprehension and retelling, not all substitutions detracted equally. (MKM)

Reports two experiments analyzing the effects of different types of word misidentification on children's understanding of connected discourse. Results vary depending upon the way comprehension is assessed. (AA)

Using eight intermediate grade remedial reading students as subjects, a study was conducted to (1) validate the method of repeated readings to determine if improvements in fluency could be achieved, (2) identify aspects of reading and fluency that change with repeated practice, and (3) determine if improvements in any of these areas had any…

This theoretical article examines reading processes using chaos theory as an analogy. Three principles of chaos theory are identified and discussed, then related to reading processes as revealed through eye movement research. Used as an analogy, the chaos theory principle of sensitive dependence contributes to understanding the difficulty in…

This longitudinal study across the primary grades examined whether there were patterns in feedback strategies parents provided to children's miscues during shared book reading, and whether parents changed their use of those strategies over time as their children's reading skills increased. Parents of normally developing beginning readers were…

Reveals important relationships between miscue-related behaviors and teacher verbal feedback patterns. (FL)

Concludes that in the first stage of reading, students appear to make relatively few nonsense errors on familiar words, whether they are taught with a meaning-based or phonics approach. However, if initial instruction emphasizes phonics, real word substitutions tend to be graphically constrained; with initial meaning-emphasis instruction,…