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The effect of the read-aloud testing...

Ricci, Nicole Noel.

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The effect of the read-aloud testing accommodation on the 2011 fourth-grade National Assessment of Educational Progress in Reading, for students with disabilities in the New York State metropolitan, tri-state area.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effect of the read-aloud testing accommodation on the 2011 fourth-grade National Assessment of Educational Progress in Reading, for students with disabilities in the New York State metropolitan, tri-state area./
Author:	Ricci, Nicole Noel.
Description:	89 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.
Contained By:	Dissertation Abstracts International77-01A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3664192
ISBN:	9781339153384

The effect of the read-aloud testing accommodation on the 2011 fourth-grade National Assessment of Educational Progress in Reading, for students with disabilities in the New York State metropolitan, tri-state area.
Ricci, Nicole Noel.

The effect of the read-aloud testing accommodation on the 2011 fourth-grade National Assessment of Educational Progress in Reading, for students with disabilities in the New York State metropolitan, tri-state area. - 89 p.

Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.

Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2015.

This study examined the effect of the read-aloud test accommodation on the fourth-grade National Assessment of Educational Progress (NAEP) in Reading for students with disabilities in the New York metropolitan, tri-state area, inclusive of New York State (n = 753), New Jersey (n = 571), and Connecticut (n = 431). This non-experimental research study analyzed the 2011 Reading NAEP restricted data set, examining the fourth-grade weighted sample of students with disabilities (n = 22,544) when the read-aloud testing accommodation was administered, as compared to when it was not administered.

ISBN: 9781339153384Subjects--Topical Terms:

516693
Special education.

The effect of the read-aloud testing accommodation on the 2011 fourth-grade National Assessment of Educational Progress in Reading, for students with disabilities in the New York State metropolitan, tri-state area.
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100 1 $a Ricci, Nicole Noel. $3 3190227
245 1 4 $a The effect of the read-aloud testing accommodation on the 2011 fourth-grade National Assessment of Educational Progress in Reading, for students with disabilities in the New York State metropolitan, tri-state area.
300 $a 89 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.
500 $a Adviser: James Campbell.
502 $a Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2015.
520 $a This study examined the effect of the read-aloud test accommodation on the fourth-grade National Assessment of Educational Progress (NAEP) in Reading for students with disabilities in the New York metropolitan, tri-state area, inclusive of New York State (n = 753), New Jersey (n = 571), and Connecticut (n = 431). This non-experimental research study analyzed the 2011 Reading NAEP restricted data set, examining the fourth-grade weighted sample of students with disabilities (n = 22,544) when the read-aloud testing accommodation was administered, as compared to when it was not administered.
520 $a For each of the three states, an independent samples t-test was used to determine whether students within each state who received the read-aloud test accommodation scored better, as compared to students who did not receive the accommodation; they were selected from the group of students with disabilities who received testing accommodations, as measured by the 2011 NAEP Reading fourth-grade scores. Testing accommodations, including read-aloud, are received in isolation, or in conjunction with one or more accommodations.
520 $a For New York, New Jersey, and Connecticut, findings were consistent during the 2011 fourth-grade NAEP in Reading for students with disabilities. There was significance for the read-aloud test accommodation; the mean scores for those who received the read-aloud accommodation were lower than those who did not receive the accommodation. Findings suggest further research is necessary to identify the merit of the read-aloud accommodation; the presence of another testing accommodation(s) in conjunction with the read-aloud accommodation, and/or the type of read-aloud accommodation administered may have impacted student results.
590 $a School code: 1334.
650 4 $a Special education. $3 516693
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Reading instruction. $3 2122756
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710 2 $a St. John's University (New York), School of Education and Human Services. $3 1251163
773 0 $t Dissertation Abstracts International $g 77-01A(E).
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791 $a Ed.D.
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3664192