ERIC Number: EJ1449357
Record Type: Journal
Publication Date: 2024-Dec
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0826-4805
EISSN: EISSN-1573-1790
Predicting Reading Achievement of Students with Intellectual Disability from Early Reading Achievement: Are They Related?
Interchange: A Quarterly Review of Education, v55 n4 p459-473 2024
Students with intellectual disability (ID) have been participating in statewide general and alternate reading assessments during the past two decades. However, these students' reading performance on statewide assessments over time has not been adequately examined. The purpose of this study was to examine the relationship between students with ID's 5th grade reading achievement and their 8th grade reading achievement as measured by statewide standardized assessments. We used a longitudinal dataset from an urban school district in a Midwestern state in the United States. Results showed that students with ID's 5th grade reading achievement did not significantly predict their 8th grade reading achievement in the general assessment. On the other hand, students with ID's 5th grade reading achievement significantly predicted their 8th grade reading achievement in the alternate assessment. Implications of these results were discussed and recommendations for future research were provided.
Descriptors: Students with Disabilities, Intellectual Disability, Reading Achievement, Grade 5, Grade 8, Urban Schools, Predictor Variables, Achievement Tests
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Grade 8; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A