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Download full textFuchs, Douglas; Fuchs, Lynn S. – 1983
Prior research indicates that language-handicapped children obtain higher test scores when tested by personally familiar examiners than when tested by personally unfamiliar examiners. The present investigation inquired whether this finding is due to examinees' actual differential performance across the two examiner conditions, or whether it is the…
Descriptors: Examiners, Experimenter Characteristics, Language Handicaps, Performance Factors
