Statewide Alternate Reading Assessment of Students Who Are Deaf/Hard of Hearing With Additional Disabilities

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dc.contributor.author Donne, Vicki
dc.contributor.author Hansen, Mary.A.
dc.contributor.author Zigmond, Naomi
dc.date.accessioned 2019-10-15T20:12:58Z
dc.date.available 2019-10-15T20:12:58Z
dc.date.issued 2018-05
dc.identifier.citation Donne, V., Hansen, M. A., Zigmond, N. (2019). Statewide alternate reading assessment of students who are deaf/hard of hearing with additional disabilities. Communication Disorders Quarterly, 40(2), 67-76. en_US
dc.identifier.uri http://hdl.handle.net/11347/312
dc.description.abstract This study presents longitudinal data analysis of 6 years of reading scores on a large-scale statewide performance-based alternate assessment for 214 students who are deaf/hard of hearing and have an additional cognitive disability. Assessment scores were examined by complexity level, within grade-level bands, and individually over time. Results indicated that even though the depth of content knowledge increased over time as defined by test specifications, students generally maintained a stable level of proficiency as determined by the state performance standards. Interpretation of results underscores the importance of a multidisciplinary approach to reading instruction among special educators, teachers of the deaf, and speech-language pathologists to improve outcomes of this population. en_US
dc.language.iso en_US en_US
dc.publisher Communication Disorders Quarterly en_US
dc.subject Deaf/hard of hearing en_US
dc.subject exceptionalities en_US
dc.subject assessment en_US
dc.subject reading en_US
dc.title Statewide Alternate Reading Assessment of Students Who Are Deaf/Hard of Hearing With Additional Disabilities en_US
dc.type Article en_US


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