Literaturnachweis - Detailanzeige
| Autor/inn/en | Donne, Vicki; Hansen, Mary A.; Zigmond, Naomi |
|---|---|
| Titel | Statewide Alternate Reading Assessment of Students Who Are Deaf/Hard of Hearing with Additional Disabilities |
| Quelle | In: Communication Disorders Quarterly, 40 (2019) 2, S.67-76 (10 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1525-7401 |
| DOI | 10.1177/1525740118775591 |
| Schlagwörter | Deafness; Hearing Impairments; Comorbidity; Reading Achievement; Performance Based Assessment; Intellectual Disability; Scores; Reading Skills; Standardized Tests; Reading Comprehension; Listening Comprehension; Alternative Assessment; Elementary Secondary Education |
| Abstract | This study presents longitudinal data analysis of 6 years of reading scores on a large-scale statewide performance-based alternate assessment for 214 students who are deaf/hard of hearing and have an additional cognitive disability. Assessment scores were examined by complexity level, within grade-level bands, and individually over time. Results indicated that even though the depth of content knowledge increased over time as defined by test specifications, students generally maintained a stable level of proficiency as determined by the state performance standards. Interpretation of results underscores the importance of a multidisciplinary approach to reading instruction among special educators, teachers of the deaf, and speech-language pathologists to improve outcomes of this population. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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