Affiliation:
1. Peabody College of Vanderbilt University
2. Tennessee State University
3. Metropolitan Nashville Public Schools
Abstract
One hundred eighty-one students with learning disabilities (LD) and 184 students without LD completed four brief, parallel tests under four conditions (standard, extended time, large print, students reading aloud). We (a) examined whether students with LD benefited from accommodations more than students without LD; (b) estimated “typical” accommodation boosts among nondisabled students; and (c) awarded accommodations to students with LD whose boosts exceeded the “typical” boost. Teachers provided independent accommodation judgments, and students with LD completed a large-scale assessment with and without accommodations. Students with LD, as a group, profited differentially from reading aloud, not from extended time or large print; teachers' decisions did not correspond to benefits students derived; the data-based assessment predicted differential performance on large-scale assessment better than teacher judgments.
Subject
Developmental and Educational Psychology,Education
Cited by
89 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