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International Journal of Innovative Research and Development, Vol 2, No 7 (2013), Pagination:
Abstract
One hundred and two slum students studying in standard fourth and fifth were chosen at random for studying different types of reading errors committed by elementary school slum students and to analyze them in light of their background variables. Significantly a higher percentage (58%) of slum students found to make different kinds of errors while reading their lessons and 41 per cent could not even read the passage of their lesson which is of serious concern. The slum students who had higher levels of IQ and who developed good study habits found to make less errors in reading and also they had better academic performance
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