Steps toward Creating Fully Accessible Reading Assessments

Autor/in	Thurlow, Martha L.
Titel	Steps toward Creating Fully Accessible Reading Assessments
Quelle	In: Applied Measurement in Education, 23 (2010) 2, S.121-131 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
Schlagwörter	Reading Achievement; Educational Assessment; Barriers; Disabilities; Learning Disabilities; Decoding (Reading); Reading Fluency; Reading Comprehension; Role; Academic Accommodations (Disabilities) + Suchen Sie Ihr Suchwort? Leseleistung; Education; assessment; Bewertungssystem; Handicap; Behinderung; Learning handicap; Lernbehinderung; Dekodierung; Leseverstehen; Rollen
Abstract	The National Accessible Reading Assessment Projects (NARAP) have been conducting research and engaging in other activities to pull together a full view of the issues and potential solutions for developing reading assessments that are fully accessible and produce valid results for students with disabilities. To introduce this topic, the assumptions and theoretical bases for NARAP's work are explained. A description of students with disabilities and how the disabilities affect reading and performance on reading assessments is addressed, as well as the role of accommodations and universal design of assessments. Possible ways to create accessible reading assessments are highlighted here and presented in the articles in this issue of the journal. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10