Accessible Reading Assessments for Students with Disabilities: The Role of Cognitive, Grammatical, Lexical, and Textual/Visual Features-Reference-Cited by-同舟云学术

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Accessible Reading Assessments for Students with Disabilities: The Role of Cognitive, Grammatical, Lexical, and Textual/Visual Features

Published:2011 Issue: Volume: Page:
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Author:

Abedi Jamal,Leon Seth,Kao Jenny,Bayley Robert,Ewers Nancy,Herman Joan,Mundhenk Kimberly

Publisher

American Psychological Association (APA)

Cited by 3 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. How Long-Term English Learners Perform on an English Language Proficiency Assessment During Grades 2 through 5: An Examination of Assessment Tasks and Features;Journal of Education for Students Placed at Risk (JESPAR);2022-09-20

2. Raising Critical Readers in the 21st Century: A Case of Assessing Fourth-Grade Reading Abilities and Practices;Literacy Research: Theory, Method, and Practice;2022-08-02

3. Patient-reported outcome measures for young people with developmental disabilities: incorporation of design features to reduce cognitive demands;Developmental Medicine & Child Neurology;2017-11-24

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