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by: Jack M. Fletcher, David J. Francis, Amy Boudosquie, Kim Copeland, Victoria Young, Sharon Kalinowski, Sharon Vaughn  Availability: Available for download now
Format: HTML Label: Thomson Gale Manufacturer: Thomson Gale Number Of Pages: 28 Publication Date: January 01, 2006 Publisher: Thomson Gale Release Date: January 31, 2006 Studio: Thomson Gale Browse for similar items by category: Click to Display Editorial Review: Product Description: This digital document is an article from Exceptional Children, published by Thomson Gale on January 1, 2006. The length of the article is 8213 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser. From the author: The interaction hypothesis proposes that valid test accommodations benefit only those with disabilities. To evaluate this hypothesis, Grade 3 students with word decoding difficulties identified with dyslexia and average decoders were randomly assigned to take the same version of the Texas reading accountability assessment under accommodated and standard administrations. The accommodated administration was given in 2 sessions with oral reading of proper nouns and comprehension stems. Only students with decoding problems benefited from the accommodations, showing a significant increase in average performance and a 7-fold increase in the odds of passing the test. These results supported the interaction hypothesis, showing that accommodations designed for a clearly defined academic disability can enhance performance on a high-stakes assessment. Citation Details Title: Effects of accommodations on high-stakes testing for students with reading disabilities. Author: Jack M. Fletcher Publication: Exceptional Children (Magazine/Journal) Date: January 1, 2006 Publisher: Thomson Gale Volume: 72 Issue: 2 Page: 136(15) Distributed by Thomson Gale 
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