Abstract
ABSTRACTThis project investigated error patterns in young children's oral reading behaviors for the purpose of constructing a rationale and set of preliminary procedures to code major dimensions in skill acquisition. Audiotaped reading samples, taken from the case study files of 21 children, constituted the raw data. Three performance indicators were analyzed: control of the reading process; selective use of knowledge resources in response to features of text; and strategies in reading as an expression of stylistic preferences. This work is an outgrowth of observational studies of beginning readers, and is intended to contribute to the development of performance‐sample techniques for classroom assessment of reading.
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