The oral reading errors of 15 second graders were analyzed to find out if strategies used by good and poor readers could be differentiated. Patterns of errors were identified, and it was found that good readers often used context cues, while poor readers relied heavily on visual-phonic information. It was also possible to identify good and poor readers by examining the percent of errors made in different categories. Possible differences between the KEEP (Kamehameha Early Education Program) students and subjects in other oral reading studies were noted: the KEEP students overall made more errors which did not fit into the context of the sentence. Finally, it was suggested that the KEEP children's curriculum should incorporate much more instruction in the use of context, since the study seemed to demonstrate that their skill in this strategy is not easily developed. (Author)