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

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)

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

The authors present a technique for analyzing oral reading miscues which has been used successfully with handicapped students. (Author)

Suggests "Adapted Miscue Analysis" as an effective way for teachers to analyze the reading levels, comprehension, and competence of their students. (TJ)

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…

Reviews the research concerning correction behavior and offers suggestions for encouraging students to correct miscues in oral reading. (FL)

A series of field tests run over a 2 year period assessed the ability of 125 special education and regular teachers (5 inservice and 1 preservice group) to detect and accurately describe basic attributes of reading miscues before and after training using the Hypothesis/Test Reading Modules. A surprising outcome was the virtual lack of spontaneous…

Explores the effectiveness of training in miscue analysis on teachers' perceptions of reading, accuracy in describing reading behavior, and judgments of readers' patterns of strengths. Concludes that the training was valuable. (FL)

When using an informal reading inventory, the teacher needs to keep in mind that the quality of a reader's miscues is more important than the quantity, and that apparent problems in word recognition may often be the difference between of a good use of context or a failure to make good use of context. (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)

Analyzes possible reasons for decoding errors. (MKM)