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ERIC Number: EJ958613
Record Type: Journal
Publication Date: 2012
Pages: 15
Abstractor: As Provided
Reference Count: 50
ISSN: ISSN-1034-912X
Accessible Reading Assessments for Students with Disabilities
Abedi, Jamal; Bayley, Robert; Ewers, Nancy; Mundhenk, Kimberly; Leon, Seth; Kao, Jenny; Herman, Joan
International Journal of Disability, Development and Education, v59 n1 p81-95 2012
Assessments developed and field tested for the mainstream student population may not be accessible for students with disabilities (SWDs) as a result of the impact of extraneous variables, including cognitive features, such as depth of knowledge required, grammatical and lexical complexity, lexical density, and textual/visual features. This study investigates the impact of these features on the performance outcomes of SWDs in the United States. Live test items from two different states with large numbers of SWDs were evaluated for their level of depth of knowledge features, linguistic complexity, two types of lexical features, and textual and visual characteristics. Results suggest that textual features have the greatest impact on the performance of students with different types of disabilities. (Contains 5 tables and 2 notes.)
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: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States