A study of the constraints on word recognition errors (miscues) readers make when reading a passage printed conventionally and one printed in a regularized orthography such as the initial teaching alphabet (i.t.a.) was undertaken with 50 second-grade students divided equally between children taught according to the orthographies being studied. The…

The reading of four profoundly and prelingually deaf children (ages 7-17 years) was studied. (Author/DLS)

Differences between oral and silent reading suggest both must be assessed in order to reveal thought processes. (MKM)

Reviews the main features of the model, the steps that led to its development, and appropriate approaches to evaluating its adequacy. (AA)

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.…

Discusses the Miscue Reading Inventory and offers an alternative system that keeps its strengths and completeness while eliminating most of its weak points. (FL)

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

The purpose of this study was to examine the effects of strategically teaching metacognitive skills to high-, medium-, and low-achieving fourth grade students, and how it influenced their ability to comprehend grade level texts. Nine children participated in the experimental group, and nine were selected for the control group. A pre/post miscue…

Modifies some widely held beliefs based on previous research on miscue analysis. (RB)

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

Concludes that there was no significant difference in the reading proficiency of second-grade students who were taught with an experimental reading strategy technique and those taught with a traditional method of reading instruction. (FL)

Discusses trends in miscue analysis and considers evidence that both the process and the resultant miscue patterns vary as a function of a complex interaction among several variables. (HOD)

Tests competing hypotheses concerning the source of cross-linguistic communication difficulty. Subjects rated four versions of Chinese-produced English discourse for comprehensibility. Results indicated that the effect of discourse miscues on comprehensibility was highly significant, whereas there was no significant effect for order of ideas. (45…