Four Negro children's (two average and two slow readers) oral reading was taped at eight regular intervals during their second and third year of reading instruction in order to analyze their oral reading miscues and to discover any developmental changes. Retelling of stories read was also taped to measure comprehension. The miscues were analyzed using the Goodman Taxonomy of Reading Miscues. Attention was paid to phenomena of dialect and development on various levels of language. All subjects produced miscues, although average readers produce fewer miscues than slow readers. The substitution miscues had a strong tendency toward some graphic and phonemic similarity and were often the same part of speech as the text word replaced. The miscues were also mostly semantically and, even more so, syntactically acceptable. The subjects tended to correct miscues which resulted in unacceptable structures, using selective strategies. Average readers used these strategies to a greater extent than slow readers and were more able to emphasize one strategy over the others while using all the language cue systems at the same time. There were developmental trends for many of the strategies, especially for the slow readers. Appendixes, including the Goodman Taxonomy of Reading Miscues, and a bibliography are included. (AW)