Abstract
The use of graphic and contextual information by average and below-average readers was inferred by examining their oral reading miscues. It was hypothesized that inconsistent findings of previous studies comparing children of differing reading abilities were due to unequal miscue rates between the groups. The present study equated miscue rate of average and below-average readers and examined the effects of different miscue rates on the use of graphic and contextual information. Forty second-grade average readers and forty below-average readers in third to sixth grades read two selections of second grade readability. Three levels of miscues per hundred words which span the functional reading levels were examined: 1–5, 6–10, and 11–15. The results show that miscue rate effects the use of contextual information: miscues which are not syntactically correct increase as miscue rate increases, and miscues which are syntactically correct but change the author's meaning decrease as miscue rate increases. Below-average readers made proportionally more miscues which changed the author's meaning and showed greater dependence on graphic cues; a dependence which was unsuccessful in decoding unknown words. Average readers made proportionally more miscues which made no changes in the author's meaning. Instructional implications were discussed.