Quantifying the decoding difficulty (i.e., 'decodability') of text is important for accurately matching young readers to appropriate text and scaffolding reading development. Since no easily accessible, quantitative, word-level metric of decodability exists, we developed a decoding measure (DM) that can be calculated via a web-based scoring…

As readers struggle to coordinate various reading- and language-related skills during oral reading fluency (ORF), miscues can emerge, especially when processing complex texts. Following a miscue, students often self-correct as a strategy to potentially restore ORF and online linguistic comprehension. Executive functions (EF) are hypothesized to…

This study investigated the contribution of linguistic comprehension to the decoding skills of struggling readers. Participants were 36 children aged between eight and 12 years, all below average in decoding but differing in linguistic comprehension. The children read passages from the Neale Analysis of Reading Ability and their first 25 miscues…

Miscue analysis helps reveal whether readers are relying on graphic or visual decoding techniques and are ignoring contextual cues. Diagnosis can aid in the selection of reading improvement strategies. (SK)

Concludes that a higher incidence of oral reading errors is associated with close proximity to unknown words. (RB)

Suggests ways to help students avoid miscues caused by eye dialects in their reading. (DD)

This interview with reading expert Jeanne Chall focuses on criticism by Bruno Bettelheim of basal readers and phonics for beginning readers. (GC)

Two experiments are described that confirmed previous contentions that there is an imperfect correspondence between subjects' pause reports and actual pauses in oral reading and that auditory cues represent only part of the picture. Semantic and linguistic cues also appear to have substantial effect on the accuracy of pause reports. (13…

Reading development is said to progress in a series of developmental skills and stages that need to be acquired by emerging young readers. The literature on Greek braille reading and its development found that print readers opt for the same text decoding strategy even at the initial stages of development. This article explores the development of…

In the most adequate psycholinguistic model of the reading process the proficient silent reader decodes directly from graphic surface structure into deep structure, with no decoding into oral surface structure. Three cue systems used by all proficient readers include graphic cues (letters and words), syntactic cues (the grammatical arrangement of…

The miscues of 22 blind braille readers ages 6-21 were analyzed using Goodman's Reading Miscue Inventory, and compared to those reported for sighted readers. Results revealed greater similarities than differences. For example, print and braille readers had approximately the same proportion of miscues in substitutions, omissions, and insertions.…

An acquisition model of decoding is proposed to explain the kinds of errors children make as they try to read. (Author)

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)

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)