Examining the Impact of Early Reading Achievement, Individual, and School Characteristics on Later Outcomes of Students with Intellectual Disability

Autor/in	Afacan, Kemal
Titel	Examining the Impact of Early Reading Achievement, Individual, and School Characteristics on Later Outcomes of Students with Intellectual Disability
Quelle	(2018), (147 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Wisconsin - Madison
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3559-4208-8
Schlagwörter	Hochschulschrift; Dissertation; Reading Achievement; Student Characteristics; Institutional Characteristics; Outcomes of Education; Intellectual Disability; Reading Tests; Predictor Variables; Elementary School Students; Grade 5; Standardized Tests; Secondary School Students; Attendance; Credits; Discipline; Referral; Suspension; Racial Differences; Ethnicity; White Students; Minority Group Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leseleistung; Lernleistung; Schulerfolg; Intellect; Disability; Disabilities; Verstand; Behinderung; Lesetest; Prädiktor; School year 05; 5. Schuljahr; Schuljahr 05; Standadised tests; Standardisierter Test; Sekundarschüler; Anwesenheit; Disziplin; Ausschluss; Schulausschluss; Rassenunterschied; Ethnizität
Abstract	During the last decade, an increasing number of students with intellectual disability (ID) have taken statewide general reading assessments. Also, all states have designed and implemented alternate reading assessments for students with significant ID who could not participate in general assessments. To date, few studies have examined the reading outcomes of students with ID on those assessments and none of these studies have examined whether outcomes from statewide assessments have predictive value for students' later school outcomes. The purpose of this study was to examine the relationship between students with ID's 5th grade reading performance as measured by statewide standardized assessments and their later academic and behavior outcomes, including 8th grade reading, as measured by the statewide standardized assessment, and the following secondary school outcomes: (a) school attendance, (b) credits earned in one semester, (c) office discipline referrals, and (d) suspensions received. This study also aimed to examine whether students' ethnicity/race and the type of school attended in middle and high school had an impact on their academic and behavior outcomes. A longitudinal dataset including a sample of 400 students with ID attending schools in a Midwestern school district was used to answer this study's research questions. Regression tests were run to examine whether (a) 5th grade reading performance, (b) ethnicity/race, and (c) type of middle and high school attended significantly predicted the students' middle and high school outcomes. Regression tests revealed significant and non-significant results. Students with ID's 5 th grade reading achievement significantly predicted their 8 th grade reading achievement in the alternate assessment. Also, students' 5th grade reading achievement significantly predicted their secondary ODRs and suspensions received. In terms of ethnicity/race, White students with ID had significantly higher secondary attendance days and received significantly less secondary suspensions compared to their non-White counterparts. Finally, students with ID attending innovative schools received significantly higher secondary ODRs compared to their counterparts attending traditional schools. Implications of these results were discussed. Recommendations for future research were provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01