TY - JOUR
T1 - Accessibility of segmented reading comprehension passages for students with disabilities
AU - Abedi, Jamal
AU - Kao, Jenny C.
AU - Leon, Seth
AU - Mastergeorge, Ann M.
AU - Sullivan, Lisa
AU - Herman, Joan
AU - Pope, Rita
N1 - Funding Information:
The work reported herein was supported under PR/award number H324F040002, as administered by the U.S. Department of Education, Office of Special Education Programs. The findings and opinions expressed in this report do not necessarily reflect the positions or policies of the U.S. Department of Education.
PY - 2010/4
Y1 - 2010/4
N2 - This study explores factors that affect the accessibility of reading comprehension assessments for students with disabilities in grade 8 public school classrooms. The study consisted of assessing students using reading comprehension passages that were broken down into shorter "segments" or "chunks" in order to assess the validity and effectiveness of segmenting and the reliability of assessment in segmenting. The results of the segmenting study indicated that: (1) segmenting did not affect reading performance of students without disabilities; suggesting that it does not compromise the validity of reading assessment; (2) segmenting did not affect reading performance of students with disabilities; and (3) the segmented version had a higher reliability for students with disabilities without affecting the reliability for students without disabilities.
AB - This study explores factors that affect the accessibility of reading comprehension assessments for students with disabilities in grade 8 public school classrooms. The study consisted of assessing students using reading comprehension passages that were broken down into shorter "segments" or "chunks" in order to assess the validity and effectiveness of segmenting and the reliability of assessment in segmenting. The results of the segmenting study indicated that: (1) segmenting did not affect reading performance of students without disabilities; suggesting that it does not compromise the validity of reading assessment; (2) segmenting did not affect reading performance of students with disabilities; and (3) the segmented version had a higher reliability for students with disabilities without affecting the reliability for students without disabilities.
UR - http://www.scopus.com/inward/record.url?scp=77951038413&partnerID=8YFLogxK
U2 - 10.1080/08957341003673823
DO - 10.1080/08957341003673823
M3 - Article
AN - SCOPUS:77951038413
VL - 23
SP - 168
EP - 186
JO - Applied Measurement in Education
JF - Applied Measurement in Education
SN - 0895-7347
IS - 2
ER -