This article introduces a way of seeing miscue analysis data through a "spider chart", a readily available digital graphing tool that provides an effective way to visually represent readers' complex coordination of interrelated cueing systems. A spider chart is a standard feature in recent spreadsheet software that puts a new spin on miscue…

We studied 52 parent-child dyads reading an alphabet book to examine the nature of children's miscues and parents' feedback, and whether miscues and feedback were related to each other and to preliteracy skills. Letter knowledge, phonological awareness, and expressive vocabulary were assessed in 5-year-old nonreaders who were also audiotaped…

An appraisal was made of data reported by Clay (1969) as evidence for individual differences in self-correction behavior in children's reading. It was found that the index of incidence of self-correction used had several properties which could not be justified. (Author/SJL)

This paper discusses the reading diary study--a method that involves frequent observation and detailed note-taking of the strategies employed by a child while learning to read--and the problems of data reduction, limitations of methods employed by researchers, and analysis of data. The sections include "Miscue Analysis," which can be…

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)

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)

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…

The pattern of errors of second grade pupils in reading isolated words was analyzed, particularly with respect to reversals of letter sequence and letter orientation. These occurred in significant quantity only among the poorer readers in the class. The two types of reversals were uncorrelated and, therefore, cannot reflect a single process.…

Discusses a primary classroom in which the teacher uses miscue analysis, print awareness tasks, and book handling analysis to get to know her kids as readers and to build her instructional program. Describes using reading strategy groups made by grouping together students with similar strengths. Appends a description of how to administer the Book…

Discusses how miscue analysis informs two teachers' daily interactions with middle-grade students: how their teaching is transformed, how the structure of the day is changed, how they use reading conferences, and lessons from children. Appends a reading interview form, a record sheet for audio tapes, and a description of a strategy lesson on…

Reflects on how miscue analysis empowers teachers and empowers students. Discusses how it changes teachers' understanding of readers who are experiencing difficulty. Discusses Retrospective Miscue Analysis, which involves students in analyzing their own miscues. Offers teachers advice for getting started in miscue analysis, and appends a 38-item…

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)

A study investigated the diversity in listener responses to student behaviors during oral reading. Participants were four beginning readers in grades one through three. The adult listeners included the child's classroom teacher, a listener from the home, and a reading teacher and/or one or more reading tutors. The children were videotaped reading…

The purpose of this study was to determine whether: (1) a new basal reading series (N Series) contained a larger variety of sentence patterns in beginning reading materials than a traditional reading series (T Series); (2) the variety of language patterns was systematically increased in beginning reading materials within either series; (3) the T…

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)