Accessibility of segmented reading comprehension passages for students with disabilities

Jamal Abedi, Jenny C. Kao, Seth Leon, Ann M. Mastergeorge, Lisa Sullivan, Joan Herman, Rita Pope

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

This study explores factors that affect the accessibility of reading comprehension assessments for students with disabilities in grade 8 public school classrooms. The study consisted of assessing students using reading comprehension passages that were broken down into shorter "segments" or "chunks" in order to assess the validity and effectiveness of segmenting and the reliability of assessment in segmenting. The results of the segmenting study indicated that: (1) segmenting did not affect reading performance of students without disabilities; suggesting that it does not compromise the validity of reading assessment; (2) segmenting did not affect reading performance of students with disabilities; and (3) the segmented version had a higher reliability for students with disabilities without affecting the reliability for students without disabilities.

Original languageEnglish (US)
Pages (from-to)168-186
Number of pages19
JournalApplied Measurement in Education
Volume23
Issue number2
DOIs
StatePublished - Apr 1 2010

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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