Reading disability is the most common disability. At least one in five children has significant challenges learning to read. This study focused on the oral reading performance of 30 Year-Three students. The students were identified as less proficient readers from two randomly selected primary schools in Brunei Darussalam. The oral reading…

Argues that teachers, diagnosticians, and other educators need to reevaluate their thinking about reading. (Author)

Suggests a modification of the miscue analysis procedure for the classroom teacher's use. (MKM)

The study examined the effects of two previewing activities (concept analysis activity-CAA-and a motivation statement) on the oral reading miscues of 36 poor readers (9-11 years old). Results indicated the CAA significantly decreased oral reading miscues and increased oral reading speed. (Author/CL)

Reviews the literature in the Educational Resources Information Center (ERIC). (RB)

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 time spent analyzing insertions and omissions in oral reading diagnosis might be better used on the more frequent, more distortive substitutions. (MKM)

With the rise of the engagement perspective on reading, the concept of engagement has been increasingly applied in reading instruction and research without seriously questioning its underlying assumptions. By probing into the intellectual roots of the engagement perspective including Dewey's notion of reflective thinking, and Freire's critical…

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)

Analysis of the on-line reading performance of reading-disabled and nonhandicapped Chinese elementary school students revealed that all readers used various language cues suggesting a universal aspect of reading process, although disabled readers were unable to use spoken speech to understand seemingly disjointed Chinese characters or to decipher…

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

Concludes that self-correction is a positive indicator that the reader is comprehending. (RB)

Describes a means of diagnozing the reading miscues of elementary level readers. (RB)

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

As children progress, they want their responses to make sense and they learn to use strategies based on meaning and language. (JM)