ERIC Number: EJ959851
Record Type: Journal
Publication Date: 2012-May
Abstractor: As Provided
Reference Count: 43
Statewide Testing of Reading and Possible Implications for Students with Disabilities
Johnstone, Christopher J.; Thurlow, Martha L.
Journal of Special Education, v46 n1 p17-25 May 2012
This article reports on findings from a review of statewide large-scale test blueprints. The qualitative and descriptive numerical review of themes found in state blueprints provides information on trends in statewide reading assessments. These trends are then set against the backdrop of testing accommodations for students with disabilities. Results indicate that most constructs tested in statewide assessments are amenable to accommodations, but some present challenges (e.g., those that test foundational skills of reading such as phonemic awareness). Next steps are proposed, focusing on both paper-based and computerized statewide tests.
Descriptors: Testing Accommodations, Student Evaluation, Phonemic Awareness, Disabilities, Standardized Tests, State Standards, Federal Legislation, Educational Legislation, Grade 4, Grade 8, Reading Achievement, Reading Tests, Reading Skills
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Grade 8
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: National Assessment of Educational Progress