Beteiligte: | , , |
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In: | Communication Disorders Quarterly, 40, 2019, 2, S. 67-76 |
veröffentlicht: |
SAGE Publications
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Medientyp: | Artikel, E-Artikel |
Umfang: | 67-76 |
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ISSN: |
1525-7401
1538-4837 |
DOI: | 10.1177/1525740118775591 |
veröffentlicht in: | Communication Disorders Quarterly |
Sprache: | Englisch |
Schlagwörter: | |
Kollektion: | SAGE Publications (CrossRef) |
<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> |