Psycholinguistic knowledge and techniques can be used as the basis for reading process research with a view to the development of a reading theory. The initial phase of such a study is reported, and reading behavior on a comprehensive basis is examined. The assumption upon which the research is based is that reading miscues are generated by the same process that generates expected responses. The oral reading behavior of 12 children reading a story selected from a basal reader was examined. These subjects were fourth- and fifth-graders who were determined by informal test and teacher evaluation to be proficient readers. Initial analysis of miscues led to the formulation of a taxonomy of reading miscues. Questions concerning each miscue were asked. Change and acceptability were examined semantically and syntactically at the phonemic, morphemic, and syntactic levels. Miscues were examined, compared, and contrasted in terms of their component parts, relative value, and levels of involvement. References are listed. Appendixes include material on computer coding which uses the taxonomy of cues and miscues, a comprehension rating sheet, and a reading research data sheet. (Author/BS)