The study analyses the relationships between reading miscues, self-repairs, and temporal characteristics in oral reading of children in 3rd, 4th, and 5th grades. Speech samples of 30 children were analysed from each of the GABI Speech Database. 10 children were selected from the three grades. Speech and articulation rates, pausing characteristics, frequency of reading miscues, and correction strategies and their durational patterns (error-to-cutoff time, editing phases, and error-to-repair time) were analysed. Results show that although older children produce faster speech rates and less disfluencies and oral reading errors than younger children, the types and correction times of reading errors are similar in every age group. Results show great differences among the children independently of grade. Results confirm the facts established by the prior literature while also providing new results on the types of reading miscues and the timing of error-repairs in oral reading. They also have pedagogical implications.