Reading Achievement in the Middle School Years: A Study Investigating Growth Patterns by High Incidence Disability

Autor/inn/en	Yakimowski, Mary E.; Faggella-Luby, Michael; Kim, Yujin; Wei, Yan
Titel	Reading Achievement in the Middle School Years: A Study Investigating Growth Patterns by High Incidence Disability
Quelle	In: Journal of Education for Students Placed at Risk, 21 (2016) 2, S.118-128 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2016.1147962
Schlagwörter	Reading Achievement; Middle School Students; Disabilities; Grade 5; Grade 8; High Stakes Tests; Statistical Analysis; Learning Disabilities; Achievement Gains; Attention Deficit Disorders; Emotional Disturbances; Symptoms (Individual Disorders); Standardized Tests; Multivariate Analysis; Educational Legislation; Federal Legislation; Connecticut; Connecticut Mastery Testing Program + Suchen Sie Ihr Suchwort? Leseleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Handicap; Behinderung; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Statistische Analyse; Learning handicap; Lernbehinderung; Achievement gain; Leistungssteigerung; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Gefühlsstörung; Psychiatrische Symptomatik; Standadised tests; Standardisierter Test; Multivariate Analyse; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Numerous research studies (e.g., Anderson, Kutash, & Duchnowski, 2001; Lane, Carter, Pierson, & Glaeser, 2006; Volpe, Dupaul, Jitendra, & Tresco, 2009; Wei, Blackorby, & Schiller, 2011) have shown that students with disabilities generally exhibit lower reading scores than their peers without disabilities. However, questions remain about the possibility of longitudinal differences among high-incidence disability classifications (e.g., speech/language impairments, SLI; emotional disturbances, ED; learning disabilities, LD; and attention deficit disorders, ADD). This study investigated growth patterns in reading achievement among middle school students from 5th to 8th grade with different high incidence disability classifications on one state's high-stakes assessment. After a repeated measures analysis of variance and post hoc testing, results reveal that students identified as LD and SLI evidenced more growth in reading than those classified as either ADD or ED. In light of the No Child Left Behind Act of 2001 legislation, findings about the various growth patterns are discussed with respect to policy, measurement, and practical implications. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01