It is well documented that ELLs face significant challenges as they develop literacy skills in their second language (NCES, 2007, 2011). This population is diverse and growing rapidly in Massachusetts and across the nation (Massachusetts Department of Elementary and Secondary Education, 2013; NCELA, 2011; Orosco, De Schonewise, De Onis, Klingner,…

This article examines how a second-grader demonstrates that reading is not about decoding letters and words in linear order but is a more complex activity involving the reader's decisions with respect to several aspects of their knowledge of their language and how comprehension is key to transacting with texts. The paper observes and documents the…

Concludes that self-correction is a positive indicator that the reader is comprehending. (RB)

Suggests the need for a model of reading in which the use of text data and prior knowledge structures in story understanding varies according to the complexity of the comprehension task, the familiarity of the text, and the level of understanding required of the reader. (HOD)

Changes in oral reading miscues as a function of quantity of miscues were studied by evaluating the oral reading of eighth-grade children reading passages of sixth-, eighth-, eleventh-, and thirteenth-grade readability. (HOD)

In the most adequate psycholinguistic model of the reading process the proficient silent reader decodes directly from graphic surface structure into deep structure, with no decoding into oral surface structure. Three cue systems used by all proficient readers include graphic cues (letters and words), syntactic cues (the grammatical arrangement of…

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)

Discusses a study which compares comprehending scores drawn from oral-reading performance with oral-reading cloze test scores. (JM)

Explains repeated readings and the procedures involved. Looks at the reading miscues of a seven-year-old child over successive readings of a text to learn what miscue analysis reveals about repeated readings, fluency, and the word recognition view of reading. (SR)

Forty-six fourth-grade boys were tested to determine to what extent their substitution miscues affected their silent reading comprehension ability and their retelling ability following oral reading. It was found that, while substitution miscues generally detracted from comprehension and retelling, not all substitutions detracted equally. (MKM)

Reports two experiments analyzing the effects of different types of word misidentification on children's understanding of connected discourse. Results vary depending upon the way comprehension is assessed. (AA)

Using eight intermediate grade remedial reading students as subjects, a study was conducted to (1) validate the method of repeated readings to determine if improvements in fluency could be achieved, (2) identify aspects of reading and fluency that change with repeated practice, and (3) determine if improvements in any of these areas had any…

Describes a study that assessed how correction behavior in the oral reading of 48 elementary school students related to comprehension, as measured by cloze performance. Indicates that new measures of reading comprehension are needed, as correction behavior acts as an indicator of comprehension. (TJ)

Examines the effects of prior knowledge and oral reading accuracy on miscues and comprehension of third-grade average readers who read expository passages orally. Finds that children with high prior knowledge made fewer miscues which resulted in meaning loss, and that their miscues were graphically less similar to the text word. (MM)