The third part of a three-part final report on a series of studies that examined the nature, characteristics, and effects of verbal feedback to student reading miscues, this volume contains articles and unpublished manuscripts that have been written as part of the project. The 12 articles cover the following topics: (1) the place of oral reading in a develomental reading program; (2) the history of oral reading instruction; (3) teacher beliefs, attitudes, and preferred practices in oral reading instruction; (4) the relationship of theoretical orientation to reading and teacher verbal feedback during reading instruction; (5) teacher verbal feedback to the reading miscues of high and low achieving students; (6) students' beliefs and attitudes about oral reading istruction; (7) providing feedback to reading miscues; (8) characterizing teacher feedback to student miscues during oral reading instruction; (9) training for a feedback to oral reading analysis system; (10) inservice and preservice teacher feedback to student miscues; (11) guided oral reading and miscue focused verbal feedback in second grade classrooms; and (12) the effects of differentiated patterns of verbal feedback to miscues on word identification strategies and success. (JL)