Argues that the results of oral reading tests may be interpreted as being more precise and reliable than is warranted and that the amount of error in the results of these tests may make them more variable than is typically assumed. Recommends ways to improve the interpretation of oral reading test scores. (FL)

Argues that many spelling and pronunciation mistakes made by students are due to consonant cognates--two consonant sounds that are produced almost identically with the articulators except that one is voiced and the other is voiceless. (FL)

Suggests the use of the Qualitative Analysis System in conjunction with the Informal Reading Inventory to analyze student reading difficulties. Includes instructions and analysis and profile sheets for using the system correctly. (TJ)

Reviews the use of miscue analysis in conjunction with the informal reading inventory and recommends the use of a miscue mini-form to refine the identification of reading levels and error pattern analysis. Includes a copy of the mini-form. (TJ)

Concludes that the misspellings of poor college-age readers have more internal errors and more dysphonetic misspellings than those of good readers. Offers suggestions for instruction based on these findings. (FL)

Concludes that, although first-grade students generate more haphazard responses on standardized reading tests than do older students, they nevertheless do apply similar reasoning strategies to vocabulary and comprehension items. (FL)

Concludes that dialect speakers' miscues do not significantly influence their ability to comprehend print material when they are asked to read material at their instructional level. (FL)