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

Autor:	Christopher J. Lemons, Shawn M. Davis, Matthew F. Paterra, Amanda Kloo, Alicia A. Mrachko, Naomi Zigmond, David R. Hill, Thomas J. Bost
Rok vydání:	2013
Předmět:	education.field_of_study media_common.quotation_subject education Population Special education Education Developmental psychology Test (assessment) Alternative assessment Curriculum-based measurement Fluency Reading (process) Developmental and Educational Psychology Psychology Curriculum media_common
Zdroj:	Exceptional Children. 79:408-426
ISSN:	2163-5560 0014-4029
Popis:	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.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::ad2c6d93ffb2980b20f93ac5bb9334f6 https://doi.org/10.1177/001440291307900402 Zobrazit plný text záznamu Plný text ve formátu PDF Plný text ve formátu HTML
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