Abstract
Summary. The question of whether the reading behaviour of disabled readers is qualitatively different from that of normally reading children has as yet received no clearcut answer. An objectively scored and simplified version of the Goodman miscue analysis system was developed as a means of comparing the use of various reading cues by Grade 4 disabled readers and Grade 2 normal readers whose reading level was psychometrically equivalent. The disabled readers were not only delayed but also qualitatively different from controls in that they made significantly less use of syntactic, semantic and text meaning cues. They also differed in self‐correction behaviour with the disabled readers tolerating much more nonsense in their oral reading.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
