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Peer reviewedBreznitz, Zvia – Journal of Educational Psychology, 1987
Four experiments were conducted to determine the effects on decoding mistakes and comprehension of text passages at fastest and slowest reading rates. Subjects included 181 Israeli first graders and 60 American first graders. Subjects reading at their normal maximum speed averaged fewer errors and higher comprehension. (Author/LMO)
Descriptors: Cross Cultural Studies, Foreign Countries, Grade 1, Primary Education
