Abstract
AbstractCloze passages were analyzed to determine if there is a consistent error pattern within independent, instructional, and frustration reading levels. Second and fourth grade students’ cloze passages were scored and classified as to reading level. The errors on each passage were then classified into one of four types (logical substitutions, grammar errors, illogical substitutions, or blank responses). Two-way ANOVA revealed treatment effects to be significant (p > .001). Tukey comparisons then revealed that there are distinct error profiles for independent, instructional, and frustration reading levels. Implications of the study are discussed.
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