Examines the oral reading errors of one child to illustrate how a diagnosis is made, principally for instructional needs in word recognition. (RB)

Suggests that the effects of teachers giving feedback to students during oral reading can be quite significant and that such feedback should be carefully analyzed for perceived meaning and purpose as well as for results. (TJ)

Reports on a study of 23 teachers who received training in miscue analysis to discover whether or not positive evaluations of students' reading abilities might increase as a result of miscue analysis training. Evidence indicates that such training does help teachers to be sensitive to students' strengths as well as to their weaknesses. (TJ)

Discusses uncertainties in regard to the usefulness of the oral reading miscue analysis explained by P. David Allen and Dorothy J. Watson in their book "Findings of Research in Miscue Analysis: Classroom Implications." Notes that various problems of interpretation still surround the theory and workings of this procedure. (TJ)

Suggests "Adapted Miscue Analysis" as an effective way for teachers to analyze the reading levels, comprehension, and competence of their students. (TJ)

Discusses a study which compares comprehending scores drawn from oral-reading performance with oral-reading cloze test scores. (JM)

Indicates some of the strengths and weaknesses of the cloze procedure as a way to help children learn to read, to determine comprehension, and to gain additional insights into how readers process language as they read. Suggests that the beginning reader is poorly judged by use of cloze. (TJ)

Analysis and comparison of the decoding strategies of 50 Hawaiian Islands dialect speakers in grades four, five, and six showed statistically significant differences in the strategies used by average and below-average readers in each grade and across succeeding grade levels. (JM)

Reviews the use of miscue analysis in conjunction with the informal reading inventory and recommends the use of a miscue mini-form to refine the identification of reading levels and error pattern analysis. Includes a copy of the mini-form. (TJ)

Describes a study that assessed how correction behavior in the oral reading of 48 elementary school students related to comprehension, as measured by cloze performance. Indicates that new measures of reading comprehension are needed, as correction behavior acts as an indicator of comprehension. (TJ)

A study of 46 first-grade children to determine how basal instructed and language experience instructed children would differ in their use of written language cues revealed no significant differences between the two groups in their use of these cues. (TJ)

Provides the results of a case study that shows how instructionally-controlled reading strategies are refined and expanded into mature strategies; recommends techniques for helping students develop mature reading strategies. (TJ)

Indicates that primary grade teachers do individualize their responses to match variations in reading miscues. Specifically, they were apt to disregard meaning-based mistakes, provide instruction when letter cues were misused, and instruct or supply words when a child hesitated on or refused to attempt a word. (FL)

Reports that good elementary school readers corrected more miscues than did poor readers, that poor readers relied more on graphophonemics to make corrections than did good readers, and that there were small differences between both groups' use of semantics and syntax to make corrections except as material increased in difficulty. (FL)

Concludes that dialect speakers' miscues do not significantly influence their ability to comprehend print material when they are asked to read material at their instructional level. (FL)