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Author: Kemal Afacan Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
During the last decade, an increasing number of students with intellectual disability (ID) have taken statewide general reading assessments. Also, all states have designed and implemented alternate reading assessments for students with significant ID who could not participate in general assessments. To date, few studies have examined the reading outcomes of students with ID on those assessments and none of these studies have examined whether outcomes from statewide assessments have predictive value for students' later school outcomes. The purpose of this study was to examine the relationship between students with ID's 5th grade reading performance as measured by statewide standardized assessments and their later academic and behavior outcomes, including 8th grade reading, as measured by the statewide standardized assessment, and the following secondary school outcomes: (a) school attendance, (b) credits earned in one semester, (c) office discipline referrals, and (d) suspensions received. This study also aimed to examine whether students' ethnicity/race and the type of school attended in middle and high school had an impact on their academic and behavior outcomes. A longitudinal dataset including a sample of 400 students with ID attending schools in a Midwestern school district was used to answer this study's research questions. Regression tests were run to examine whether (a) 5th grade reading performance, (b) ethnicity/race, and (c) type of middle and high school attended significantly predicted the students' middle and high school outcomes. Regression tests revealed significant and non-significant results. Students with ID's 5th grade reading achievement significantly predicted their 8th grade reading achievement in the alternate assessment. Also, students' 5th grade reading achievement significantly predicted their secondary ODRs and suspensions received. In terms of ethnicity/race, White students with ID had significantly higher secondary attendance days and received significantly less secondary suspensions compared to their non-White counterparts. Finally, students with ID attending innovative schools received significantly higher secondary ODRs compared to their counterparts attending traditional schools. Implications of these results were discussed. Recommendations for future research were provided.
Author: Kemal Afacan Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
During the last decade, an increasing number of students with intellectual disability (ID) have taken statewide general reading assessments. Also, all states have designed and implemented alternate reading assessments for students with significant ID who could not participate in general assessments. To date, few studies have examined the reading outcomes of students with ID on those assessments and none of these studies have examined whether outcomes from statewide assessments have predictive value for students' later school outcomes. The purpose of this study was to examine the relationship between students with ID's 5th grade reading performance as measured by statewide standardized assessments and their later academic and behavior outcomes, including 8th grade reading, as measured by the statewide standardized assessment, and the following secondary school outcomes: (a) school attendance, (b) credits earned in one semester, (c) office discipline referrals, and (d) suspensions received. This study also aimed to examine whether students' ethnicity/race and the type of school attended in middle and high school had an impact on their academic and behavior outcomes. A longitudinal dataset including a sample of 400 students with ID attending schools in a Midwestern school district was used to answer this study's research questions. Regression tests were run to examine whether (a) 5th grade reading performance, (b) ethnicity/race, and (c) type of middle and high school attended significantly predicted the students' middle and high school outcomes. Regression tests revealed significant and non-significant results. Students with ID's 5th grade reading achievement significantly predicted their 8th grade reading achievement in the alternate assessment. Also, students' 5th grade reading achievement significantly predicted their secondary ODRs and suspensions received. In terms of ethnicity/race, White students with ID had significantly higher secondary attendance days and received significantly less secondary suspensions compared to their non-White counterparts. Finally, students with ID attending innovative schools received significantly higher secondary ODRs compared to their counterparts attending traditional schools. Implications of these results were discussed. Recommendations for future research were provided.
Author: Aaron Perzigian Publisher: Taylor & Francis ISBN: 1000787605 Category : Education Languages : en Pages : 206
Book Description
This book provides a comprehensive exploration of critical topics in multicultural special education. Filled with case studies, objectives, and summaries to support deeper learning, the chapters discuss privilege and power in K-12 school systems, effective and differentiated instruction, culturally competent IEPs and transition plans, and appropriate assessment. Drawing from seminal multicultural education and culturally sustaining pedagogies, this essential text helps educators develop the skills necessary to affirm and honor identities while meeting the instructional needs of culturally diverse students with disabilities.
Author: Susan A. Brady Publisher: Psychology Press ISBN: 1136732845 Category : Psychology Languages : en Pages : 277
Book Description
Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory. The chapters are organized in four sections. The first concerns the nature of the relations between script and speech that make reading possible, considering how different theories of phonology may illuminate the implication of these relations for reading development and skill. The second set of chapters focuses on phonological factors in reading acquisition that pertain to early language development, effects of dialect, the role of instruction, and orthographic learning. The third section identifies factors beyond the phonological that may influence success in learning to read by examining cognitive limitations that are sometimes co-morbid with reading disabilities, contrasting the profiles of specific language impairment and dyslexia, and considering the impact of particular languages and orthographies on language acquisition. Finally, in the fourth section, behavioral-genetic and neurological methods are used to further develop explanations of reading differences and early literacy development. The volume is an essential resource for researchers interested in the cognitive foundations of reading and literacy, language and communication disorders, or psycholinguistics; and those working in reading disabilities, learning disabilities, special education, and the teaching of reading.
Author: Joanne F. Carlisle Publisher: ISBN: Category : Languages : en Pages : 34
Book Description
This study developed a new survey of teachers' knowledge about early reading and examined the effects of teachers' knowledge on students' reading achievement in Grades 1 to 3 in a large sample of Michigan schools. Using statistical models that controlled for teachers' personal and professional characteristics, students' prior reading achievement, and the clustering of high-knowledge teachers in schools and school districts with particular demographic composition, we found that the effects of teachers' knowledge about early reading on students' reading achievement were small. In 1st grade, students in classrooms headed by higher knowledge teachers performed better on year-end tests of reading comprehension but not word analysis. In 2nd and 3rd grades, the effects of teachers' knowledge on either measure of students' reading achievement were not statistically significant. Although the study suggests new forms of statistical analysis that might produce better estimates of the effects of teachers' knowledge on students' reading achievement, further research is needed to improve the conceptual and psychometric properties of measures of teachers' knowledge of reading and to investigate the relation of their knowledge and their instructional practices. Appended are: (1) Teachers' Knowledge about Reading and Reading Practices; and (2) Variables Included in the Propensity Score Analysis. (Contains 6 tables, 2 figures, and 6 footnotes.).
Author: Margaret J. Snowling Publisher: John Wiley & Sons ISBN: 0470757639 Category : Psychology Languages : en Pages : 680
Book Description
The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Author: Kemal Afacan
Author: Kemal Afacan
Author: Aaron Perzigian
Author: Susan A. Brady
Author: Joanne F. Carlisle
Author: Margaret J. Snowling
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Author: Linjun Zhang
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