Barton, K. E. W. (2001). Stability of constructs across groups of students with different disabilities on a reading assessment under standard and accommodated administrations (Publication No. 3036177) [Doctoral dissertation, University of South Carolina]. ProQuest Dissertations and Theses Global.

Dissertation

Barton, K. E. W. (2001). Stability of constructs across groups of students with different disabilities on a reading assessment under standard and accommodated administrations (Publication No. 3036177) [Doctoral dissertation, University of South Carolina]. ProQuest Dissertations and Theses Global.

Notes

UMI# 3036177 University of South Carolina

Tags

Emotional/Behavioral disability; Hearing impairment (including deafness); High school; Intellectual disabilities; Learning disabilities; No disability; Oral delivery; Oral delivery, live/in-person; Physical disability; Reading; Recorded delivery (audio or video); Speech/Language disability; Text-to-speech device/software; U.S. context; Visual impairment (including blindness)

Summary

Accommodation

Students were administered either the standard form of an assessment, or the assessment with oral delivery—read aloud by the test administrator, recorded audio or video, or computer-synthesized text-to-speech.

Participants

The sample consisted of 8,141 students with and without disabilities in grades 10 and 12 drawn from a statewide dataset of  scores from 1996, 1997, and 1998 administrations of the assessment in a state in the Southeast (U.S.). Participants with disabilities numbered 2,196 in total. Disabilities included speech/language, visual, hearing, physical, intellectual, emotional, and learning disabilities; comparisons were not made between students with each disability category.

Dependent Variable

A statewide reading assessment given to secondary students included six areas being tested: analysis of literature, decoding and word meaning, details, inference, main idea, and reference usage.

Findings

The results indicate that a similar construct was measured across both the standard form and the test form with the oral accommodation, and among students with and without disabilities. [See also Barton, K. E., 2002]