Addressing the Big Picture: Deaf Children and Reading Assessments

Autor/inn/en	Greene-Woods, Ashley; Delgado, Natalie
Titel	Addressing the Big Picture: Deaf Children and Reading Assessments
Quelle	In: Psychology in the Schools, 57 (2020) 3, S.394-401 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Greene-Woods, Ashley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22285
Schlagwörter	Deafness; Special Education; Reading Tests; Reading Achievement; Reading Fluency; Alternative Assessment; Children + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Special needs education; Sonderpädagogik; Sonderschulwesen; Lesetest; Leseleistung; Child; Kind; Kinder
Abstract	In the field of education, there is a great emphasis placed on literacy, from reading fluency to writing. There are various approaches that teachers can use in their classroom to design and identify needed areas of instruction, but these approaches do not always apply to Deaf Education. The act of using the same assessments throughout all student populations presents some potential issues, particularly the question of whether or not the students' actual literacy abilities are being identified. The focus is to spotlight a frequently used approach for measuring reading fluency and present an alternative approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01