Delineates arguments for and against oral reading instruction in developmental reading programs. The need for systematic research into the effects and potential benefits of various forms of oral reading instruction is stressed. (CM)

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)

Describes the feedback to oral reading miscue analysis system (FORMAS), a systematic procedure for teachers to use in examining the characteristics and effects of their own feedback to students' oral reading miscues. (FL)

Explores more deeply the role of oral reading in instructional practice, primarily in the elementary grades and with students who struggle in reading. Attempts to conceptualize more fully the positive role oral reading may play in classroom instruction, notes ways in which some persisting forms of oral reading practice in classrooms are counter to…

To develop a historical perspective on the sources of the controversy over the appropriate place of oral reading in formal reading instruction, this paper presents a brief history of oral reading instruction as used in American schools from 1880 to the present. The paper describes in detail both classroom and clinical practices that rely on oral…

Reports a study of reading instruction in low-ability basal reading groups. Develops and validates a procedure for effective use of oral reading, which, in contrast to practices recommended by basal reader publishers, focuses on reading comprehension and encourages development of fluent, expressive writing. (Author/NH)

Reveals important relationships between miscue-related behaviors and teacher verbal feedback patterns. (FL)

A study examined the relationship between teachers' theoretical orientations toward reading and the verbal feedback they give to students during guided oral reading. A major finding is that teachers' beliefs and behavior vary with the instructional situation; that is, teachers hold different beliefs for different student ability groups.…

Cautions that weighting errors on an oral reading test in line with miscue analysis procedures can lead to inappropriate independent reading level placement. (MKM)

Noting that the verbal interactions that transpire between teacher and student in the classroom setting are central to the instructional process, this paper offers reading teachers a systematic means of examining their own interactive patterns in the context of oral reading instruction. In addition, it provides teachers with a way of inspecting…

The purpose of this paper is to report progress on the development of an observation instrument useful in characterizing the communication between teacher and student during oral reading instruction. The paper is divided into five major sections: (1) an overview of oral reading instruction at primary levels, (2) a theoretical perspective for…

A study was conducted to describe the characteristics and effects of the verbal feedback offered by teachers to student miscues occurring during group oral reading instruction. Analyses were also made of the ways in which teachers varied feedback between students at different ability levels. The subjects were eight second grade teachers and their…

The third part of a three-part final report on a series of studies that examined the nature, characteristics, and effects of verbal feedback to student reading miscues, this volume contains articles and unpublished manuscripts that have been written as part of the project. The 12 articles cover the following topics: (1) the place of oral reading…

The first two parts of a three-part final report on a series of studies that examined the nature, characteristics, and effects of verbal feedback to student reading miscues are contained in this volume. Part I consists of a summary of the nine specific objectives of the research, an overview of the project's methods, and the findings for each of…

A study was conducted to further understanding of students' perceptions of the teacher's role during guided oral reading. Observations were made of 36 first through sixth grade students reading orally in groups composed of one good reader, one poor reader, and one good or poor reader playing the "teacher." The observations were followed…