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Peer reviewedAdams, Arlene – Remedial and Special Education (RASE), 1991
The study examined word recognition abilities of readers at instructional and frustrational reading levels with 32 learning-disabled readers in grades 2, 5, 8, and 11. Findings indicated that only in the category of linguistic acceptability (syntactic and semantic) did readers produce significantly fewer acceptable responses when reading…
Descriptors: Difficulty Level, Elementary Secondary Education, Error Patterns, Learning Disabilities
