According to this study using both physiological and word recognition error criteria to ascertain students' reading frustration level, repetitions should be counted as errors to obtain authentic reading level scores on informal reading inventories. (TO)

Offers strategies to use when students are not able to achieve a high level of accuracy in story reading. (FL)

Reports on a study in which 12 good and 12 poor fourth-grade readers read selections in their original format and with the words in random order; concludes that the results indicate that word identification errors elicited on tests in isolation do not constitute a solid basis for predicting errors in connected text. (ET)

Argues that encouraging poor readers to correct their miscues helps them to improve their skills in reading for meaning. Proposes a four-step procedure to encourage corrections. (FL)

Examines the Decoding Skills Test (DST), a criterion referenced, diagnostic instrument designed to identify deficiencies in word decoding. (JC)

Suggests a modification of the miscue analysis procedure for the classroom teacher's use. (MKM)

Analyzes possible reasons for decoding errors. (MKM)

Presents an instrument for assessing an individual student's decoding abilities by having a teacher analyze a student's attempts to pronounce a fictitious list of children's first and last names. Argues that the instrument is valid and reliable. (MG)

Concludes that there are numerous problems with the test studied. Argues that the abilities it assesses and their relationship to reading and reading instruction are not sufficiently understood to warrant the test's use. (FL)

Examines the utility of informal reading inventories (IRI) and acknowledges four limitations of the research. Indicates that no validity-enhancing measures were implemented in conjunction with the three IRIs analyzed. Suggests that IRI vocabulary questions do not appear to be useful. (MG)