تقرير
Item-Level Effects of the Read-Aloud Accommodation for Students with Reading Disabilities. Synthesis Report 65
| العنوان: | Item-Level Effects of the Read-Aloud Accommodation for Students with Reading Disabilities. Synthesis Report 65 |
|---|---|
| اللغة: | English |
| المؤلفون: | Bolt, Sara E., Thurlow, Martha L., National Center on Educational Outcomes, Minneapolis, MN., Council of Chief State School Officers, Washington, DC., National Association of State Directors of Special Education, Alexandria, VA. |
| المصدر: | National Center on Educational Outcomes, University of Minnesota. 2006. |
| الإتاحة: | National Center on Educational Outcomes. University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://education.umn.edu/NCEO/ |
| Peer Reviewed: | N |
| Page Count: | 29 |
| تاريخ النشر: | 2006 |
| Sponsoring Agency: | Special Education Programs (ED/OSERS), Washington, DC. |
| نوع الوثيقة: | Reports - Research |
| Education Level: | Elementary Education Grade 4 Grade 8 |
| Descriptors: | Grade 8, Grade 4, Test Items, Reading Difficulties, Mathematics Tests, Disabilities, Attitudes toward Disabilities, Oral Reading, Scores, Measurement, Elementary Education, Testing Accommodations |
| مستخلص: | Research support for providing a read-aloud accommodation (i.e., having an individual read test items and directions aloud) to students with disabilities has been somewhat limited, particularly when merely examining effects of the accommodation on overall test scores for general groups of students with disabilities. The authors examined data on accommodated and non-accommodated performances of students with specific reading disabilities on various math test items anticipated to be highly sensitive to accommodation effects. Analyses were conducted across three consecutive years of data from an elementary and middle school statewide assessment program. Within the fourth grade dataset, items classified as reading-hard (RH) and those classified as mathematically easy but difficult to read (ME/RH) were positively affected by the accommodation. Marginally significant findings were obtained for the ME/RH item set at the eighth grade level. Limitations and implications of the study are discussed. (Contains 8 tables.) |
| Abstractor: | ERIC |
| Number of References: | 42 |
| Entry Date: | 2007 |
| رقم الأكسشن: | ED495897 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |