Four researchers discussed their studies of oral reading miscues within a round-table format. After each participant's description of the specific concerns and procedures of his study, the following topics were discussed: description and analysis of the miscue, correction strategy, relationship of the child's language to the language of the reading material, and comprehension. One study specifically analyzed substitutions; another analyzed grammatical restructurings; a third analyzed oral reading of a child's own writing; and a fourth analyzed qualitative and quantitative changes in miscues over an extended time period. Subjects of the studies ranged from beginning readers to advanced sixth-grade readers. All read new materials without assistance. Tape recordings of the readings were analyzed using the Goodman Taxonomy of Reading Miscues. Children were asked to retell some of the stories in their own words as a measure of comprehension. One group also wrote, following the retelling, the same story in their own words, and an analysis of the oral readings of the child's own manuscript was made. In general, total miscues per hundred words decreased as the children became older, and errors became increasingly more correct semantically and syntactically as the children became more proficient readers. Tables are included. (CM)