"Reading in Asian Languages" is rich with information about how literacy works in the non-alphabetic writing systems (Chinese, Japanese, Korean) used by hundreds of millions of people and refutes the common Western belief that such systems are hard to learn or to use. The contributors share a comprehensive view of reading as construction…

Presents evidence from oral reading miscue research to support a psycholinguistic view of why omissions take place and how they reflect the reading process. Classifies word level omissions as deliberate and nondeliberate. (MKM)

Examines syntactic, semantic and grapho-phonic miscues made by early readers of varying ability. Finds that (1) passage complexity affects use of syntactic and semantic cues; (2) high and above average students' miscue quality deteriorates as text complexity increases; and (3) higher word recognition scores relate to effective use of grapho-phonic…

The reading performances of fifteen blind readers and fifteen sighted readers were compared by evaluating the reading performances of each reader reading at instructional level from Lippincott's "Basic Reading Series" and from Form A of the "Gray Oral Reading Test." Nine matched pairs of subjects read at grade one first reader level and six pairs…

The current movement toward observing both the process of reading in other languages and the areas of language interference is an important element in the education task. In a study which examined and described the observable process of oral reading by six bilingual children whose first and dominant language was Yiddish, the Reading Miscue…

Subjects within one reading level only were included in this study to determine reflective and impulsive subject groups on the basis of Matching Familiar Figures (MFF) test time and error scores within that reading level rather than over all levels, to use the same reading test passages for all subjects, and then to apply statistical tests of…

Miscue analysis of Venezuelan third graders' reading of a folktale indicated that, while all three native Spanish-speaking subjects were natural users of their language, they needed to expand and enhance processes to become proficient readers of Spanish. Similar miscues were found between the two monolingual and the one bilingual subject. (CB)

Reading is a process in which written language conveys meaning between writer and reader. The reader uses graphic, syntactic, and semantic cues to get to the meaning. This study examines the reading process of 94 subjects with proficiency levels ranging from low second grade to high tenth grade using the Goodman Taxonomy of Reading Miscues. The…

This study attempted to assess the relationship between misreading of high-frequency words and utilization of semantic and syntactic cue systems. A 250-word passage from a second-grade basal reader was altered in two ways: in one condition, the sentences were randomly ordered, and, in the other, the words were randomly ordered. Twenty-four fourth…

Investigates whether 11-year-old children in Singapore, from English Dominant or English Non-Dominant backgrounds, read better orally when words were presented in list or text. Finds that readers with less exposure to English relied more on contextual information than more experienced readers, and that reading miscues varied according to whether…

The comprehending score is a theoretically derived measure of language processing that identifies those miscues that indicate that the reader is making sense of the printed language he or she is attempting to read. A study was undertaken to explore the relationships between post oral reading cloze test scores and seven theoretically constructed…

Miscue responses of 20 first-grade pupils to 20 stimulus words were compared and analyzed for four different reading tasks: (1) in isolation, (2) in 10 free-standing sentences, (3) embedded in a complete story, and (4) embedded in an illustrated story. Analysis using the Reading Miscue Inventory indicated a significant gain in correct responses to…

A comparative analysis of the oral reading miscues of 20 average and above-average readers entering sixth grade was made in relation to syntax, semantics, and patterns of comprehension and grammatical relationships. Miscues generated while reading passages in science, social studies, mathematics, and literature were analyzed, and the relationship…

To develop a theoretical model of the reading process of the deaf, a study was devised that tested the viability of the Goodman reading model applied to sign language and evaluated a variety of comprehension-assessing techniques to identify those that provide the most information about a deaf reader's comprehension. For the study, four deaf…

This examination of the reading processes of 36 fifth graders focused on the reader's attempts to gain meaning from three content passages using syntactic and semantic cue systems. The reading strategies of high, average, and low ability readers appeared not to vary with content. Prior knowledge and interest influenced comprehension. (Author/BS)