This study investigated whether the number of oral reading miscues differs for reflective and impulsive children, whether the proportion of miscues that are semantically appropriate, syntactically appropriate, or graphically similar differ for the two groups, and whether the two groups differ in their self-correction behavior as it relates to these three cue sources. The subjects were 79 children in four first grade classes. The Matching Familiar Figures Test was administered and scored by determining the average time to the first selection of a response and the total number of errors. Each child whose average response time was above the group median and whose number of errors was below the group median was classified as reflective. Each child whose average response time was below the group median and whose number of errors was above the group median was termed impulsive. The results indicated that the reflective children made fewer miscues that differed from the text and fewer miscues of the most numerous category, word recognition. The reflective children self-corrected a greater proportion of their word-substitution miscues, specifically when their miscues were semantically inappropriate to the text and when they were syntactically inappropriate to the following portion of the sentence. (WR)