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Even among those who are not readily in agreement with the numerous implications for instruction being put forward in the name of a "psycholinguistic" model of reading, there is substantial support for the constructive dialogue and spirited interactions which have been generated. The enthusiasm of some, however, has, at times, been taken to such extremes that the reality of the classroom has all but been ignored. Recently, for example, my students encountered some difficulty in reconciling certain practical applications of miscue techniques with another fundamental precept of reading instruction; that is, the critical role of successful practice in connected reading toward the development of proficiency. This conflict is disturbing. Whether these concerns are real or imagined, significant or inconsequential is the topic of this brief presentation.

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