A study compared the word recognition errors of learning disabled readers using reading instructional level materials (word recognition rates between 3% and 9% and frustration level materials (word recognition rates greater than 9%). Subjects, eight learning disabled students chosen randomly from second, fifth, eighth, and eleventh grade levels, were tape-recorded as they read aloud from several texts of varying degrees of difficulty. The tape transcripts were then analyzed for basic miscues (insertions, omissions, teacher-pronounced, and substitutions), reversal errors, substitution types, and linguistic acceptability. Results indicated that: (1) the production of fewer semantically than syntactically acceptable miscues was a pattern for learning disabled as well as normal readers; (2) both syntactic and semantic acceptability was higher for the instructional range than for the frustration range; (3) range of text difficulty was not a factor in the production of differential rates of basic miscues, types of substitution errors, or reversal errors; (4) the eighth grade group produced a greater mean percentage of miscues of all substitution types than the other three grade levels; (5) the eleventh grade group produced a greater mean percentage of linguistically acceptable miscues than the other three grade level groups; and (6) substitutions were the miscue type with the highest rate of production. Findings support the premise of the study, namely, that the production of various miscue patterns has been mistakenly viewed as characteristic of learning disabled readers, when in fact it is more accurately attributed to the use of frustration rather than instructional range materials. (Four tables of data are included; 45 references are attached.) (RS)