Quantifying the decoding difficulty (i.e., 'decodability') of text is important for accurately matching young readers to appropriate text and scaffolding reading development. Since no easily accessible, quantitative, word-level metric of decodability exists, we developed a decoding measure (DM) that can be calculated via a web-based scoring…

An action research project was undertaken focused on integrating recorded readings and Retrospective Miscue Analysis (RMA) into center-based instructional time in a third-grade classroom. Initial DIBELS test results were used to select 6 struggling readers, all of whom showed improved fluency in response to our instructional interventions. The…

LeRoy was a deaf sixth grader who used signs and his voice to communicate. Yanetta was a deaf eighth grader who had deaf parents and preferred American Sign Language (ASL). Michael was a deaf fifth grader in a suburban school who attended an oral program and used his voice exclusively to communicate. All three students struggled with reading. They…

A student's misreading of the word "statues" as "sanctuaries" and an application of miscue analysis show how students' egos can be boosted. The student expressed surprise when informed of his misreading, wondering how he could confuse the words. The student's reading specialist explained to the student that his…

A study examined the effects of teacher feedback on the oral reading performance of nine low-ability second grade readers. Subjects were randomly assigned to one of three treatment sequence conditions. A single-subject format was incorporated by using a Latin Square design for presenting the three treatment conditions--graphophonemic immediate,…

Describes an approach that teachers can use to gain information about particular difficulties students have with their reading and to develop strategy lessons to help overcome these problems. (AEA)

Concludes that underachieving readers appeared to make significantly less use of the phonemic, graphic, and grammatical features of text when providing miscue responses to cohesive items than they did when making miscue responses to the text as a whole. In addition, they often lost the meaning relationships conveyed by the text when providing…

This study was undertaken to identify the reading strategies which facilitated or inhibited the progress of adult beginning readers (ABRs). An ethnographic approach was used so that factors influencing the ABRs' acquisition of these reading strategies could be identified. Using an adapted form of the Goodman and Burke taxonomy of oral reading…

The first of a two-volume set, this monograph concentrates on a rapidly developing area of reading research, comprehension. Eleven articles cover theoretical aspects, ways of measuring comprehension, and strategies for teaching. Sense of story and its effect on comprehension and the facility to read, listen to, retell, and create stories are…

Intended for reading teachers and teacher educators, this book provides an analysis of 12 fallacious beliefs thought to be responsible for the perpetuation of ineffective and inappropriate approaches to reading instruction. The introduction looks at the dangers of the myths that underlie reading instruction, discusses how the myths arise out of an…

For years this landmark book has helped educators, graduate students, and researchers shape their curriculum and stay informed about the latest developments in literacy research and instruction. This fifth edition continues the book's tradition of exemplary scholarship and remains a resource for the most innovative thinking in the field. Although…