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Peer reviewedHric, Kathleen A.; And Others – Journal of Reading, Writing, and Learning Disabilities International, 1989
A group of 10 less able fifth-grade readers with comparable scores on a standardized reading test were assessed under reading conditions representing different combinations of familiarity, text type, length, and mode of reading. Results indicated that the students did not perform similarly under a variety of reading conditions. (Author/JDD)
Descriptors: Individual Differences, Intermediate Grades, Performance Factors, Reading Achievement
