Outlines a model for understanding the second-language reading process. Uses errors in comprehension to illustrate how the reading comprehension process works. Discusses pedagogical implications and suggestions for teaching students to develop and practice better comprehension strategies using think-alouds. (RS)

A framework is presented for applying error analysis of oral reading to decisions about placement and instruction. The focus is on assessment practices that rely on the stimulus material of daily instruction and that facilitate decision making on both what and how to teach reading. A case study illustrates application of the procedure. (JDD)