Three passages that differed in accessibility but not linguistic difficulty were read by 52 11-year-old remedial readers, focusing on words read correctly. Readers were able to use linguistic cues to solve difficult words. Context dependency was affected both by decoding ability and text accessibility. (SK)

Since psycholinguistic research suggests that readers ascribe meaning by sampling grapho-phonemic, syntactic, and semantic text features, a study was conducted to investigate which cue strategies readers of different abilities utilized, and whether these strategies were mediated by levels of cognitive development. The subjects were 50 second grade…

Miscue analysis patterns of second, fourth, and sixth grade students of high and low reading ability show that miscues acceptable in context increase by grade level and ability. (CJ)

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

Concludes that teachers should use less difficult reading material when administering oral reading tests for a true picture of a child's syntactic and contextual strategies. (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)

Investigates context effects on children's reading accuracy when reading words in a story context and from a word list. Notes that although many children read words in context which they could not read from lists, this result did not apply to good readers. (MM)

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)

This article discusses ways of analyzing errors made in oral reading; interpreting mistakes in the correct way enables the teacher to understand why the reader is making them and to help overcome the reading difficulties they indicate. (JD)

More than 5,000 reading miscues by 96 eighth and ninth graders were analyzed in a study designed to define specific relationships among cue use and to extend research based on Kenneth Goodman's psycholinguistic theory to the secondary level. The students read two easy and two difficult passages orally and answered questions based on them. Each…

The oral reading errors of 15 second graders were analyzed to find out if strategies used by good and poor readers could be differentiated. Patterns of errors were identified, and it was found that good readers often used context cues, while poor readers relied heavily on visual-phonic information. It was also possible to identify good and poor…

Reports two experiments which support the hypothesis that reaction time is faster to phonemes when the phonetic context matches the listener's expectation than when the vowel context is different. Reaction time to syllable targets is equal to phoneme, matched context targets. (PMJ)

A brief introduction to the field of psycholinguistics and its contributions to the development of a theoretical model of the reading process is presented. Selected elements of a psycholinguistic model of the reading process with a focus on the reader's use of linguistic cue systems are delineated. The concept of an efficient decoding strategy is…

A one year descriptive study investigated the strategies used by a group of competent beginning readers who were learning to read in a program in which text reading was the main instructional task. Subjects included 52 six-year-old children attending 20 randomly selected schools in Auckland, New Zealand. Strategy usage in oral reading was related…