The ability of 100 second-grade boys and girls to self-correct oral reading errors was studied in relationship to visual-form perception, phonic skills, response speed, and reading level. Each child was tested individually with the Bender-Error Test, the Gray Oral Paragraphs, and the Roswell-Chall Diagnostic Reading Test and placed into a group of good or poor readers. Findings indicate that good readers: (1) correct more oral reading errors, both spontaneously and when their attention is called to their error, than poor readers; (2) are better in phonic skills; (3) are faster in speed of responding on both verbal and nonverbal materials; and (4) are not significantly different from poor readers on awareness of errors in gestalt-like forms. These results indicate that phonic skills are highly related to reading skill as well as to the ability to correct reading errors. Since spontaneous corrections were not significantly related to phonics, particularly in good readers, some support of the linguistic position, or the importance of meaning cues for successful reading, is indicated. (Author/TO)