This qualitative reader profile study explored how Retrospective Miscue Analysis (RMA), by Y.M. Goodman and Marek (1996), broadens the reading process and perceptions about the reading process, how RMA impacts a child's perception of him/herself as a reader, how RMA influences a child's definition of reading and the shifts in reading strategies as…

Oral reading fluency (ORF) has been widely used as a measure of students' overall reading competency. However, accuracy, or words correct per minute (wcpm), derived from ORF testing may not reveal all aspects of a student's reading abilities. The present study investigated the oral reading miscue patterns of students with and without learning…

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…

A study compared the word recognition errors of learning disabled readers using reading instructional level materials (word recognition rates between 3% and 9% and frustration level materials (word recognition rates greater than 9%). Subjects, eight learning disabled students chosen randomly from second, fifth, eighth, and eleventh grade levels,…

Discussed is an oral reading procedure for children with reading problems which assesses a reader's competency through an analysis of comprehension evidenced by meaningful versus non-meaningful alterations to the reading text. It is explained that this analysis indicates that the poor reader's needs frequently may be at the syntactic and semantic…

The study examined word recognition abilities of readers at instructional and frustrational reading levels with 32 learning-disabled readers in grades 2, 5, 8, and 11. Findings indicated that only in the category of linguistic acceptability (syntactic and semantic) did readers produce significantly fewer acceptable responses when reading…

Oral reading errors of 10 learning disabled children (9-11 years old) were examined in order to describe the type of errors, the use of graphic, syntactic, and semantic information, and the implementation of correction strategies. Tape recordings were made of individual oral reading sessions, and errors were classified according to substitution,…

A study was undertaken to determine if the removal of black English dialect as oral reading errors would influence the scores obtained on three oral reading diagnostic tests: the Gray Oral Reading Test, the Gilmore Oral Reading Test, and the Spache Diagnostic Reading Scales. In addition, the study investigated whether there were differences in the…

A study was undertaken to discover whether there were differences between disabled children's linguistic cue use and that of normal readers under controlled conditions. Fifty-one children, 22 learning disabled and 29 control, were drawn from a poor, inner-city school district; 28 children, 14 in each group, from an affluent, suburban area. After…

Using authentic materials, this study compared the oral reading miscues of 20 university students with reading related learning disabilities to 20 controls matched for age, gender, ethnicity, college GPA, reading achievement score, and college of major. All participants orally read two passages with different text structures from a college…