Accommodations for Students with Disabilities Bibliography: Database

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935 results.

  • Roach, A. T., Beddow, P. A., Kurz, A., Kettler, R. J., & Elliott, S. N. (2010). Incorporating student input in developing alternate assessments based on modified academic achievement standards. Exceptional Children, 77(1), 61–80. https://doi.org/10.1177/001440291007700103

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  • Roberts, A. (1976). Out-of-level testing.  ESEA Title I evaluation and reporting system (Technical Paper No. 6). RMC Research Corporation.

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  • Roberts, K. D., & Stodden, R. A. (2005). The use of voice recognition software as a compensatory strategy for postsecondary education students receiving services under the category of learning disabled. Journal of Vocational Rehabilitation, 22, 49–64. https://www.iospress.nl/journal/journal-of-vocational-rehabilitation/
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  • Robinson, G., & Conway, R. (1990). The effects of Irlen colored lenses on students’ specific reading skills and their perception of ability: A 12-month validity study. Journal of Learning Disabilities, 23(10), 589–596. https://doi.org/10.1177/002221949002301005

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  • Robinson, M. F., Meisinger, E. B., & Joyner, R. E. (2019). The influence of oral versus silent reading on reading comprehension in students with reading disabilities. Learning Disability Quarterly, 42(2), 105–116. https://doi.org/10.1177/0731948718806665

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  • Rock, D. A., Bennett, R. E., & Jirele, T. (1988). Factor structure of the Graduate Record Examinations general test in handicapped and nonhandicapped groups. Journal of Applied Psychology, 73(3), 383–392. https://doi.org/10.1037/0021-9010.73.3.383

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  • Rodeiro, C. V., & Macinska, S. (2022). Equal opportunity or unfair advantage? The impact of test accommodations on performance in high-stakes assessments. Assessment in Education: Principles, Policy & Practice, 29(4), 462–481. https://doi.org/10.1080/0969594X.2022.2121680
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  • Rodriguez-Goncalves, R., Garcia-Crespo, A., Ruiz-Arroyo, A., & Matheus-Chacin, C. (2021). Development and feasibility analysis of an assistance system for high school students with dyslexia. Research in Developmental Disabilities, 111(103892). https://doi.org/10.1016/j.ridd.2021.103892

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  • Rogers, W. T. (1983). Use of separate answer sheets with hearing impaired and deaf school age students. B C Journal of Special Education, 7(1), 63–72. https://www.learntechlib.org/j/ISSN-0704-7509/

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  • Rosenblum, L. P., & Herzberg, T. S. (2015). Braille and tactile graphics: Youths with visual impairments share their experiences. Journal of Visual Impairment & Blindness, 109(3), 173–184. https://doi.org/10.1177/0145482X1510900302

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  • Roxbury, T. L. (2010). A psychometric evaluation of a state testing program: Accommodated versus non-accommodated students (Publication No. 3403710) [Doctoral dissertation, The University of North Carolina at Greensboro]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/365998592
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  • Rudzki, D. R. (2015). The extent of programs, services, and attendance for students with reading disabilities and performance on high-stakes reading assessments (Publication No. 10109841) [Doctoral dissertation, Oakland University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1788597028
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  • Ruhkamp, R. (2015). Lived experiences of undergraduate and graduate students utilizing accommodations (Publication No. 3708584) [Doctoral dissertation, College of Saint Mary]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1700786756
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  • Rullman, D. W. (2003). Use and effectiveness of test accommodations for students with learning disabilities on the Stanford Achievement Test, Ninth Edition (Publication No. 3083416) [Doctoral dissertation, The College of William and Mary]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/305280407
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  • Runyan, M. K. (1991). The effect of extra time on reading comprehension scores for university students with and without learning disabilities. Journal of Learning Disabilities, 24(2), 104–108. https://doi.org/10.1177/002221949102400207

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  • Rush, T. A. (2011). “She’s too smart to have ADHD”: Faculty willingness to accommodate students with ADHD at elite postsecondary institutions (Publication No. 3455417) [Doctoral dissertation, University of Pennsylvania]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/868546317
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  • Russell, M. (1999). Testing on computers: A follow-up study comparing performance on computer and on paper. Education Policy Analysis Archives, 7(20). https://doi.org/10.14507/epaa.v7n20.1999

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  • Russell, M., & Haney, W. (1997). Testing writing on computers: An experiment comparing student performance on tests conducted via computer and via paper-and-pencil. Education Policy Analysis Archives, 5(3). https://doi.org/10.14507/epaa.v5n3.1997

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  • Russell, M., & Plati, T. (2000). Mode of administration effects on MCAS composition performance for grades four, eight, and ten (A Report of Findings Submitted to the Massachusetts Department of Education). National Board on Educational Testing and Public Policy. http://eric.ed.gov/?id=ED456142

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  • Russell, M., & Plati, T. (2001). Effects of computer versus paper administration of a state-mandated writing assessment. Teachers College Record, 103. http://www.tcrecord.org/

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