Performance of Students with and without Disabilities under Modified Conditions: Using Resource Guides and Read-Aloud Test Modifications on a High-Stakes Reading Test

Autor/inn/en	Randall, Jennifer; Engelhard, George, Jr.
Titel	Performance of Students with and without Disabilities under Modified Conditions: Using Resource Guides and Read-Aloud Test Modifications on a High-Stakes Reading Test
Quelle	In: Journal of Special Education, 44 (2010) 2, S.79-93 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466908331045
Schlagwörter	Reading Tests; Disabilities; Grade 4; Grade 3; Resource Materials; Academic Achievement; High Stakes Tests; Grade 6; Grade 7; Comparative Analysis; Evaluation Methods; Special Education; Georgia + Suchen Sie Ihr Suchwort? Lesetest; Handicap; Behinderung; School year 04; 4. Schuljahr; Schuljahr 04; School year 03; 3. Schuljahr; Schuljahr 03; Quellenmaterial; Schulleistung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	This study examines the effects of two test modifications--resource guide and read-aloud--on the reading performance of students within the context of a large-scale statewide assessment in Georgia. Schools were both randomly selected and assigned to one of three possible test conditions: resource guide, read-aloud, or standard test condition. Students in the participating schools took the standardized operational version of the assessment in Grades 3 (n = 945) and 6 (n = 995), and then they were retested the following spring in Grades 4 and 7 under one of the three test conditions. Results suggest that the use of resource guides was not effective and that they may have been distracting for the students. The findings also indicate that the use of the read-aloud test modification provided a differential boost in reading performance for students with disabilities in the fourth grade but not for seventh-grade students. (Contains 10 tables and 2 figures.) (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	2017/4/10