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This study sought to determine whether third-grade children identified as poor readers (6-12 mos. delay) were able to improve their reading performances after being provided instruction using an integrated reading-language approach. It was speculated that the basis for some or most reading difficulties were language problems resulting from deficiencies in constructing meaning from a spoken or printed message, difficulty understanding and/or remembering the message proposition(s), and incongruities between a child's knowledge of language and linguistic information presented.

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