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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
Peer reviewedGuzzetti, Barbara J. – American Educational Research Journal, 1984
This examination of the reading processes of 36 fifth graders focused on the reader's attempts to gain meaning from three content passages using syntactic and semantic cue systems. The reading strategies of high, average, and low ability readers appeared not to vary with content. Prior knowledge and interest influenced comprehension. (Author/BS)
Descriptors: Grade 5, Intermediate Grades, Miscue Analysis, Oral Reading
