探索残疾状况的个体变化及其与阅读理解能力发展的关系

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL Remedial and Special Education Pub Date : 2023-12-28 DOI:10.1177/07419325231217521
Aleksander Kocaj, Kai S. Cortina, Anita F. Vereb, Joanne F. Carlisle
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引用次数: 0

摘要

本研究利用密歇根州参与 "阅读第一 "计划的学校的数据,研究一至三年级学生残疾状况的稳定性。阅读第一计划旨在通过基于研究的教学来提高问题学生的阅读理解能力。我们分析了学生残疾状况的变化与阅读理解能力增长之间的关系。样本包括来自 191 所学校的 n = 10,196 名学生,他们参加了爱荷华基本技能测试(ITBS)的阅读理解子测试。数据收集时间为 2003 年至 2008 年。我们观察到,有言语障碍或特殊学习障碍的学生(n = 1 193 人)的残疾状况发生了很大变化。与没有残疾的学生相比,这些学生的成绩水平较低,进步也较小。总体而言,残疾状况稳定和变化模式不同的学生,其成绩提高并无差异。然而,从言语障碍转为特殊学习障碍的学生的成绩提高幅度最小。
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Exploring Individual Changes in Disability Status and Their Relations to Reading Comprehension Development
This study used data from Michigan schools participating in the Reading First program to examine the stability of students’ disability status in Grades 1 to 3. Reading First aimed to improve at-risk students’ reading comprehension through research-based instruction. We analyzed how changes in students’ disability status were related to reading comprehension growth. The sample consisted of n = 10,196 students from 191 schools who took the Iowa Test of Basic Skills (ITBS) Reading Comprehension subtest. Data were collected from 2003 through 2008. We observed considerable changes in disability status for students with speech–language disorders or a specific learning disability ( n = 1,193). These students had lower achievement levels and made less progress than students without disabilities. Overall, achievement gains did not differ between students with different stability and change patterns in their disability status. However, students changing from speech–language disorders to a specific learning disability demonstrated the smallest achievement gains.
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
期刊介绍: Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
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