Performance of Students with Significant Cognitive Disabilities on Early-Grade Curriculum-Based Measures of Word and Passage Reading Fluency

Alternate assessments have been used for the last 10 years to evaluate schools' efforts to teach children with significant cognitive disabilities. However, few studies have examined the reading skills of children who participate in these assessments. The purpose of this study was to extend unde...

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Veröffentlicht in:Exceptional children 2013-07, Vol.79 (4), p.408-426
Hauptverfasser: Lemons, Christopher J., Zigmond, Naomi, Kloo, Amanda M., Hill, David R., Mrachko, Alicia A., Paterra, Matthew F., Bost, Thomas J., Davis, Shawn M.
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container_end_page 426
container_issue 4
container_start_page 408
container_title Exceptional children
container_volume 79
creator Lemons, Christopher J.
Zigmond, Naomi
Kloo, Amanda M.
Hill, David R.
Mrachko, Alicia A.
Paterra, Matthew F.
Bost, Thomas J.
Davis, Shawn M.
description Alternate assessments have been used for the last 10 years to evaluate schools' efforts to teach children with significant cognitive disabilities. However, few studies have examined the reading skills of children who participate in these assessments. The purpose of this study was to extend understanding of the reading skills of this population by administering early-grade word and passage reading fluency curriculum-based measures to a sample of 7,440 students in Grades 3 through 8 and 11. Overall, the performance on curriculum-based measures and the relationship with alternate assessment performance varied based upon disability, grade, and level of alternate assessment. The authors discuss implications for test developers and teachers along with future directions for research.
doi_str_mv 10.1177/001440291307900402
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source SAGE Complete; Education Source (EBSCOhost)
subjects Academic Achievement
Alternative Assessment
Benchmarking
Children & youth
Correlation
Curriculum Based Assessment
Developmentally disabled children
Disabilities
Education
Elementary School Students
Mathematics Skills
Mental Retardation
No Child Left Behind Act 2001-US
Reading Achievement
Reading Fluency
Reading Skills
Reading Tests
Secondary School Students
Sickle cell anemia
Special Education
Teachers
Teaching
Test Construction
Test Validity
Testing
United States (Northeast)
title Performance of Students with Significant Cognitive Disabilities on Early-Grade Curriculum-Based Measures of Word and Passage Reading Fluency
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