The purpose of this study was to investigate the differences in reading strategies between good and poor readers in the first, second, third, and fifth grades. Three patterns of students' oral reading errors were analyzed on the Gray Oral Reading test. For the first pattern, occurrence of visually similar and grammatically acceptable errors, results from the scoring procedure based on the entire sentence indicate that good and poor readers in the first, second, and third grades are heavily influenced by the visual configuration of the original word, often disregarding the grammatical acceptability of the word. For the second pattern, occurrence of nonword and aid errors, it was found that poor readers made significantly more aid errors than did the good readers and that good readers at all levels made significantly more nonword errors than did poor readers. Analysis results for the third pattern, occurrence of errors within sentences and paragraphs, indicate that students make more errors in the beginning parts of easy sentences. However, this pattern did not hold true for difficult sentences nor for easy or difficult paragraphs. (Author/JM)