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ERIC Number: EJ1099185
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1082-4669
Reading Achievement in the Middle School Years: A Study Investigating Growth Patterns by High Incidence Disability
Yakimowski, Mary E.; Faggella-Luby, Michael; Kim, Yujin; Wei, Yan
Journal of Education for Students Placed at Risk, v21 n2 p118-128 2016
Numerous research studies (e.g., Anderson, Kutash, & Duchnowski, 2001; Lane, Carter, Pierson, & Glaeser, 2006; Volpe, Dupaul, Jitendra, & Tresco, 2009; Wei, Blackorby, & Schiller, 2011) have shown that students with disabilities generally exhibit lower reading scores than their peers without disabilities. However, questions remain about the possibility of longitudinal differences among high-incidence disability classifications (e.g., speech/language impairments, SLI; emotional disturbances, ED; learning disabilities, LD; and attention deficit disorders, ADD). This study investigated growth patterns in reading achievement among middle school students from 5th to 8th grade with different high incidence disability classifications on one state's high-stakes assessment. After a repeated measures analysis of variance and post hoc testing, results reveal that students identified as LD and SLI evidenced more growth in reading than those classified as either ADD or ED. In light of the No Child Left Behind Act of 2001 legislation, findings about the various growth patterns are discussed with respect to policy, measurement, and practical implications.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 5; Intermediate Grades; Elementary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Connecticut Mastery Testing Program
Grant or Contract Numbers: N/A