A study was conducted to further understanding of students' perceptions of the teacher's role during guided oral reading. Observations were made of 36 first through sixth grade students reading orally in groups composed of one good reader, one poor reader, and one good or poor reader playing the "teacher." The observations were followed by individual interviews. The form of assistance to miscues offered by students in the teacher's role consisted exclusively of providing students with the text word. The pattern of selection of miscues responded to replicated findings of earlier research with experienced teachers in a similar instructional context. The students in the teacher's role were (1) more likely to respond to miscues that affected meaning substantially; (2) more likely to respond to miscues in difficult rather than easy materials; (3) more likely to respond to the miscues of poor readers than to those of good readers; and (4) more likely to respond quicker to the miscues of poor readers than to those of good readers. The interviews revealed that most students perceived the teacher's giving of text words helpful, that poor readers seem to express a more favorable attitude toward oral reading than good readers, that good readers in the teacher role were much better judges of who were good and poor readers, and that good readers were better judges of their own ability to understand the text they had just read. (An appendix with a separate student questionnaire is included.) (HTH)