Six children from one first-grade classroom were videotaped 18 times over a seven-month period, while reading aloud complete stories. Analysis of the first 50 miscues and the last 50 miscues in both new and familiar materials read by the children yielded profiles of each child's oral reading strategies. The major findings indicated that these six children developed individual strategies for dealing with print which did not necessarily include the strategies which were being taught. The children adopted some of the strategies their teacher demonstrated during oral reading instruction; however, they did not often use strategies such as sounding out, which were taught through the use of word lists but not in the oral reading context. There was little attempt to sound out words until after the children had become proficient readers, even though there was heavy instructional emphasis, from the beginning of the year, on phoneme-grapheme correspondence. Other findings indicated that the children used their knowledge of spoken language, that the introduction of vocabulary prior to reading had negative effect on willingness to read new materials, and that quantitative measures did not provide an accurate picture of the children's reading ability. (Author/AA)