Accommodations for Students with Disabilities Bibliography: Database

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935 results.
  • Lazarus, S. S., Thurlow, M. L., Rieke, R., Halpin, D., & Dillon, T. (2012). Using cognitive labs to evaluate student experiences with the read aloud accommodation in math (Technical Report No. 67). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Tech67/default.htm
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  • Lazarus, S., Thompson, S., & Thurlow, M. (2006). How students access accommodations in assessment and instruction: Results of a survey of special education teachers (EPRRI Issue Brief No. 7). Educational Policy Reform Research Institute. http://www.education.umd.edu/EDSP/eprri/products_research.html#IB7

    Detail

  • Lee, C. Y., & Chen, M. (2014). The impacts of virtual manipulatives and prior knowledge on geometry learning performance in junior high school. Journal of Educational Computing Research, 50(2), 179–201. https://doi.org/10.2190/EC.50.2.b

    Detail
  • Lee, D. L., & Zentall, S. S. (2002). The effects of visual stimulation on the mathematics performance of children with attention deficit/hyperactivity disorder. Behavioral Disorders, 27(3), 272–288. https://journals.sagepub.com/home/bhd
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  • Lee, D., & Tindal, G. (2000). Differential item functioning (DIF) as a function of test accommodation. University of Delaware Education Research and Development Center.

    Detail

  • Lee, D., & Tindal, G. (2000). Teachers perception on students’ reading performance and test accommodation. University of Delaware Education Research and Development Center.

    Detail
  • Lee, D., Buzick, H., Sireci, S. G., Lee, M., & Laitusis, C. (2021). Embedded accommodation and accessibility support usage on a computer-based statewide achievement test. Practical Assessment, Research, and Evaluation, 26(1), article 25. https://doi.org/10.7275/21926674
    Detail
  • Lee, I. X. C. (2011). The application of speech recognition technology for remediating the writing difficulties of students with learning disabilities (Publication No. 3501541) [Doctoral dissertation, University of Washington]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/937166217
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  • Lee, J., Moreno, K. E., & Sympson, J. B. (1986). The effects of mode of test administration on test performance. Educational and Psychological Measurement, 46(2), 467–474. https://doi.org/10.1177/001316448604600224

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  • Lee, K. S., Osborne, R. E., & Carpenter, D. N. (2010). Testing accommodations for university students with AD/HD: Computerized vs. paper-pencil/regular vs. extended time. Journal of Educational Computing Research, 42(4), 443–458. https://doi.org/10.2190/EC.42.4.e

    Detail

  • Lee, K. S., Osborne, R. E., Hayes, K. A., & Simoes, R. A. (2008). The effects of pacing on the academic testing performance of college students with ADHD: A mixed methods study. Journal of Educational Computing Research, 39(2), 123–141. https://doi.org/10.2190/EC.39.2.b

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  • Lee, Y., & Vega, L. (2005). Perceived knowledge, attitudes, and challenges of AT use in special education. Journal of Special Education Technology, 20(2), 60–63. https://doi.org/10.1177/016264340502000208

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  • Leonard, S., Stroud, M. J., & Shaw, R. J. (2021). Highlighting and taking notes are equally ineffective when reading paper or eText. Education and Information Technologies, 26(4), 3811–3823. https://doi.org/10.1007/s10639-021-10448-9

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  • Leppo, R. H. T., Cawthon, S. W., & Bond, M. P. (2014). Including deaf and hard-of-hearing students with co-occurring disabilities in the accommodations discussion. Journal of Deaf Studies and Deaf Education, 19(2), 189–202. https://doi.org/10.1093/deafed/ent029

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  • Lesaux, N. K., Pearson, M. R., & Siegel, L. S. (2006). The effects of timed and untimed testing conditions on the reading comprehension performance of adults with reading disabilities. Reading and Writing, 19(1), 21–48. https://doi.org/10.1007/s11145-005-4714-5

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  • Lewandowski, L. J., Lovett, B. J., & Rogers, C. L. (2008). Extended time as a testing accommodation for students with reading disabilities: Does a rising tide lift all ships? Journal of Psychoeducational Assessment, 26(4), 315–324. https://doi.org/10.1177/0734282908315757

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  • Lewandowski, L. J., Lovett, B. J., Parolin, R., Gordon, M., & Codding, R. S. (2007). Extended time accommodations and the mathematics performance of students with and without ADHD. Journal of Psychoeducational Assessment, 25(1), 17–28. https://doi.org/10.1177/0734282906291961

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  • Lewandowski, L., Cohen, J., & Lovett, B. (2013). Effects of extended time allotments on reading comprehension performance of college students with and without learning disabilities. Journal of Psychoeducational Assessment, 31(3), 326–336. https://doi.org/10.1177/0734282912462693

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  • Lewandowski, L., Lambert, T. L., Lovett, B. J., Panahon, C. J., & Sytsma, M. R. (2014). College students’ preferences for test accommodations. Canadian Journal of School Psychology, 29(2), 116–126. https://doi.org/10.1177/0829573514522116

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  • Lewandowski, L., Wood, W., & Lambert, T. (2015). Private room as a test accommodation. Assessment & Evaluation in Higher Education, 40(2), 279–285. https://doi.org/10.1080/02602938.2014.911243

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