NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED520492
Record Type: Non-Journal
Publication Date: 2011-Jan
Pages: 95
Abstractor: As Provided
Reference Count: 101
ISBN: N/A
ISSN: N/A
Accessible Reading Assessments for Students with Disabilities: The Role of Cognitive, Grammatical, Lexical, and Textual/Visual Features. CRESST Report 785
Abedi, Jamal; Leon, Seth; Kao, Jenny; Bayley, Robert; Ewers, Nancy; Herman, Joan; Mundhenk, Kimberly
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
The purpose of this study was to examine the characteristics of reading test items that may differentially impede the performance of students with disabilities. The findings suggest that there are certain revisions that can be done on current assessments to make them more accessible for students with disabilities. Features such as words per page, typeface changes, point size changes, and unnecessary visuals may be easily adjusted to the optimum level without affecting the validity of the assessment. These changes may help all test takers, not just students with disabilities. Appended are: (1) Rating Guidelines; and (2) Complexity Code Forms for Raters. (Contains 36 tables and 2 figures.)
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Publication Type: Reports - Research
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing; University of California, Los Angeles, Center for the Study of Evaluation