Predicting reading achievement of students with intellectual disability from early reading achievement: Are they related?

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dc.authorid0000-0002-2691-6397en_US
dc.authorid0000-0002-3704-9137en_US
dc.contributor.authorAfacan, Kemal
dc.contributor.authorWilkerson, Kimber L.
dc.date.accessioned2024-11-29T08:43:33Z
dc.date.available2024-11-29T08:43:33Z
dc.date.issued2024
dc.departmentAÇÜ, Eğitim Fakültesi, Özel Eğitim Bölümüen_US
dc.description.abstractStudents 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.
dc.identifier.doi10.1007/s10780-024-09530-1
dc.identifier.endpage473en_US
dc.identifier.issn0826-4805
dc.identifier.issue4en_US
dc.identifier.scopusqualityQ1
dc.identifier.startpage459en_US
dc.identifier.urihttp://dx.doi.org/10.1007/s10780-024-09530-1
dc.identifier.urihttps://hdl.handle.net/11494/5062
dc.identifier.volume55en_US
dc.indekslendigikaynakScopus
dc.language.isoenen_US
dc.publisherSpringer Science and Business Media B.V.en_US
dc.relation.ispartofInterchange
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/embargoedAccessen_US
dc.subjectAlternate Assessmenten_US
dc.subjectIntellectual Disabilityen_US
dc.subjectReadingen_US
dc.subjectStatewide Assessmenten_US
dc.titlePredicting reading achievement of students with intellectual disability from early reading achievement: Are they related?en_US
dc.typeArticle

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