Achievement Gaps for Students with Disabilities: Stable, Widening, or Narrowing on a State-Wide Reading Comprehension Test?.
Achievement Gaps for Students with Disabilities: Stable, Widening, or Narrowing on a State-Wide Reading Comprehension Test?.
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残疾学生的成绩差距：在全州阅读理解测试中稳定、扩大还是缩小？
DOI：
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Joseph F. T. Nese
中科院分区：
文献类型：
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作者：
A. Schulte;Joseph J. Stevens;S. Elliott;G. Tindal;Joseph F. T. Nese
对参加国家阅读理解评估的99,919名学生进行了三年级至七年级阅读理解成长轨迹的评估。我们研究了普通教育学生（GE）和特殊学习者群体之间的差异是稳定的、扩大的还是缩小的。这些小组包括来自8个特殊组的残疾学生（SWD）和2个学业资优学生（AG）组。所有例外的初始阅读理解成绩不同。在控制社会人口学变量后，观察到的生长速度差异很小，但具有统计学意义，SWD组比GE组生长得更快，AG组生长得更慢。鉴于社会福利署的成长差异相对于最初的成就差距而言很小，因此观察到的成长模式是一种稳定的差异。有证据表明，在阅读方面有学习障碍的学生的成绩差距有所缩小。研究结果从阅读的简单角度来解释，在被调查的年级范围内，社会福利学生的单词识别能力的提高可能是他们在阅读理解方面比普通教育学生增长更快的原因。研究结果表明，对普通教育学生和社会福利学生阅读增长速度的类似预期可能被纳入基于增长的问责模型，但它们也表明，阅读理解能力的增长足以对社会福利学生的成绩差距产生影响，这在典型的教育实践中并不常见。（PsycINFO数据库记录(c) 2016 APA，版权所有）
Reading comprehension growth trajectories from 3rd to 7th grade were estimated for 99,919 students on a state reading comprehension assessment. We examined whether differences between students in general education (GE) and groups of students identified as exceptional learners were best characterized as stable, widening, or narrowing. The groups included students with disabilities (SWD) from 8 exceptionality groups and 2 groups of academically gifted students (AG). Initial reading comprehension achievement differed for all exceptionalities. Controlling for sociodemographic variables, small, but statistically significant differences in growth rate were observed, with SWD groups growing more rapidly and AG groups growing more slowly than GE students. Given that differences in growth for SWD were small relative to the magnitude of the initial achievement gaps, the observed pattern of growth was one of stable differences. There was evidence of some narrowing of the achievement gap for students identified with learning disabilities in reading. The findings were interpreted within the simple view of reading where increases in word recognition skills for SWD in the grade range examined may have accounted for their more rapid growth in reading comprehension relative to GE students. The findings suggest that similar expectations for rate of reading growth for GE students and SWD might be incorporated into growth-based accountability models, but they also suggest that reading comprehension growth sufficient to have an impact on SWD achievement gaps does not routinely occur in typical educational practice. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
学生课外阅读行为以及词汇量和阅读理解能力的发展 â
影响因子：
3.6
作者：
Dörfler;Artelt
通讯作者：
Artelt