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Peer reviewedHurford, David P.; Shedelbower, Ann – Contemporary Educational Psychology, 1993
Two studies with 33 reading-disabled and 31 non-reading-disabled second through fourth graders indicate that young disabled readers may not be able to hold phonemic information in their memories long enough to make adequate discrimination of phonological information within syllables. (SLD)
Descriptors: Comparative Analysis, Discrimination Learning, Elementary Education, Elementary School Students
