The study investigated the oral reading self-correction behaviors of three grade levels of readers (fifth, eighth, and eleventh) and three ability levels (normal readers reading in the instructional range, and learning-disabled readers reading in the instructional and frustration range.) Three locations of self corrections were measured: immediate correction, correction delayed by one word, and correction delayed by two or more words. Analysis indicated that the readers (N=48) in all groups self corrected most often immediately after the miscue (76.18%), and significantly less often delayed by one word (15.4%) and delayed by two or more words (7.16%). Results did not support the idea that disabled readers would self correct a lower percentage of their miscues than normal readers. Learning-disabled readers reading in the instructional range did not produce a higher percentage of self-corrections than the same readers reading texts in the frustration range. Since the study did not find that self-corrections are differentially produced by normal and disabled readers, it is not held that instructional programs designed to increase self-correction behaviors in disabled readers would not be productive. (DB)