Statewide Alternate Reading Assessment of Students Who Are Deaf/Hard of Hearing With Additional Disa...

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Bibliographische Detailangaben
Beteiligte: Donne, Vicki, Hansen, Mary A., Zigmond, Naomi
In: Communication Disorders Quarterly, 40, 2019, 2, S. 67-76
veröffentlicht:
SAGE Publications
Medientyp: Artikel, E-Artikel

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Umfang: 67-76
ISSN: 1525-7401
1538-4837
DOI: 10.1177/1525740118775591
veröffentlicht in: Communication Disorders Quarterly
Sprache: Englisch
Schlagwörter:
Kollektion: SAGE Publications (CrossRef)
Inhaltsangabe

<jats:p> This study presents longitudinal data analysis of 6 years of reading scores on a large-scale statewide performance-based alternate assessment for 214 students who are deaf/hard of hearing and have an additional cognitive disability. Assessment scores were examined by complexity level, within grade-level bands, and individually over time. Results indicated that even though the depth of content knowledge increased over time as defined by test specifications, students generally maintained a stable level of proficiency as determined by the state performance standards. Interpretation of results underscores the importance of a multidisciplinary approach to reading instruction among special educators, teachers of the deaf, and speech-language pathologists to improve outcomes of this population. </jats:p>