This study investigated the effects on oral reading reversals of various contextual conditions ranging from no context to highly predictable contexts among white, middle-class, male first graders. The study was designed to demonstrate the relationship between language redundancy and reversals in a beginning reading population in order to suggest…

This study was designed to investigate the concurrent validity of the San Diego Quick Assessment as a measure to establish instructional reading level. Criterion variables used were the Metropolitan Achievement Test: Word Knowledge, Reading, and composite score and the Gray Oral Reading Test. An additional concern was to assess the capacity of the…

Ten easy-to-read books were examined for readability using Fry's Readability Graph and Betts' criteria for oral reading performance. Five first-grade and second-grade children read selected passages from each of the ten books. A correlation of 0.73 was obtained between rank orders according to readability graph scores and according to oral reading…

This investigation probed whether the reading acheivement of second-grade children would be increased significantly by the addition of a quality literature program of tri-weekly oral reading experiences provided by elementary education majors. Twelve intact and heterogeneously grouped second-grade classes participated in the study. Twelve…

The purpose of this study was to analyze and compare the oral reading strategies of average and below-average readers in grades four, five, and six who were speakers of Hawaiian Islands dialect. Fifty subjects from Keaukaha School on the island of Hawaii composed the sample group. Subjects were selected on the basis of their standardized test…

This study's purpose was to determine if the amount of time spent reading independently at home and at school correlated with oral reading fluency and comprehension. Fifteen heterogeneously grouped second graders logged the amount of minutes they read independently over a 12-week period. The students were pre- and post-tested using the Woodcock…

The following Action Research Project Report is to improve the oral reading fluency of the 4th and 5th grade students with learning disabilities. The targeted population participating in this study consisted of a total of ten participants of which five were 4th grade students and five were 5th grade students located in a middle class community…

The effects of prior knowledge on miscues were examined by requiring 20 second-grade average to above average readers to read an expository passage orally. They were divided into two sample groups. The control group was asked to read the passage with no prior instruction. The experimental group was given prior instruction, which consisted of…

This study examines the kinds of instruction that can be used in reading groups, thus providing a foundation for future related research on grouping. The problem was to describe and compare the reading instruction in reading groups by examining such variables as the number of reading groups, group size, the basis for organization, the materials…

The purpose of this study was to investigate the differences in reading strategies between good and poor readers in the first, second, third, and fifth grades. Three patterns of students' oral reading errors were analyzed on the Gray Oral Reading test. For the first pattern, occurrence of visually similar and grammatically acceptable errors,…

Five reflective and five impulsive fourth-grade boys were identified in a group of 56 fourth graders given the Matching Familiar Figures Test. The Reading Miscue Inventory was used to analyze the oral reading miscues of these pupils while reading a story of fifth-grade difficulty. Analysis of results indicated a trend toward significant…

Multiple Oral Rereading (MOR), which involves repeated reading of the same instructional unit, has been found effective in remedial reading instruction. In this study, which was designed to provide basic information about the dynamics of such repetition, 32 first-grade children were selected as subjects on the basis of their ability to read, out…

The effects on independent reading performance of two methods of word-attack instruction were compared for eight learning-disabled boys of intermediate age. The students read orally in the Checkered Flag series for five minutes daily. After a baseline period of two or four weeks, the students received two weeks of instruction focused on observed…

Four intact classrooms containing 68 grade four students were involved in a three-month study of the effects of varied amounts and frequency of exposure to oral reading of children's literature on reading and listening comprehension. Pretest and posttest scores from the Durrell Listening-Reading Series were obtained from all students; attitudes…

The purpose of this study was to investigate the relationship between eye voice span (EVS), reading ability, and readability. Fifty average and poor third, fourth, and fifth-grade students were selected on the basis of their comprehension scores on the Gates-MacGinitie Reading Test. They were individually tested for EVS on paragraphs ranging in…