Preparing Adolescents with High-Incidence Disabilities for High-Stakes Testing with Strategy Instruction

Autor/inn/en	Carter, Erik W.; Wehby, Joseph; Hughes, Carolyn; Johnson, Stephen M.; Plank, Don R.; Barton-Arwood, Sally M.; Lunsford, Lauren B.
Titel	Preparing Adolescents with High-Incidence Disabilities for High-Stakes Testing with Strategy Instruction
Quelle	In: Preventing School Failure, 49 (2005) 2, S.55-62 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
Schlagwörter	Adolescents; High Stakes Tests; Learning Disabilities; Educational Strategies; Test Wiseness; High School Students; Study Skills; Low Achievement; Academic Achievement; Special Education; Behavior Problems; Males; African American Students; Statistical Analysis; Test Anxiety + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Learning handicap; Lernbehinderung; Lehrstrategie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studientechnik; Unterdurchschnittliche Leistung; Schulleistung; Special needs education; Sonderpädagogik; Sonderschulwesen; Male; Männliches Geschlecht; African Americans; Afroamerikaner; Statistische Analyse; Examination phobia; Testangst; Prüfungsangst
Abstract	Recent policy initiatives promoting high-stakes testing for graduation present a significant challenge to practitioners charged with educating students with high-incidence disabilities. The purpose of this study was to examine the effects of test-taking strategy instruction on the test performance of secondary students with high-incidence disabilities. Students demonstrated small but significant increases in test performance and decreases in ratings of test anxiety following intervention. Recommended strategies are presented to practitioners for preparing high school students with disabilities for high-stakes assessment tests. (Contains 3 tables and 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10