A study examined the pronoun miscues of 32 sixth grade and 24 second grade students reading short prose selections aloud. The miscue analysis led to the identification of text features readers use to assign pronoun reference, the strategies developing readers often employ, and the patterns of correction of pronoun miscues. Specifically, it indicated that young readers used certain text features and consistent strategies to assign reference. In cases where text features aided prediction, the readers did particularly well. Even when they made miscues on pronouns, they frequently were able to correct them when the text did not confirm their original choice. (FL)