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 |
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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. |
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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.</description><subject>Academic Achievement</subject><subject>Alternative Assessment</subject><subject>Benchmarking</subject><subject>Children & youth</subject><subject>Correlation</subject><subject>Curriculum Based Assessment</subject><subject>Developmentally disabled children</subject><subject>Disabilities</subject><subject>Education</subject><subject>Elementary School Students</subject><subject>Mathematics Skills</subject><subject>Mental Retardation</subject><subject>No Child Left Behind Act 2001-US</subject><subject>Reading Achievement</subject><subject>Reading Fluency</subject><subject>Reading Skills</subject><subject>Reading Tests</subject><subject>Secondary School Students</subject><subject>Sickle cell anemia</subject><subject>Special Education</subject><subject>Teachers</subject><subject>Teaching</subject><subject>Test Construction</subject><subject>Test 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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.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.1177/001440291307900402</doi><tpages>19</tpages></addata></record> |
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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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