Preparing Adolescents With High-Incidence Disabilities for High-Stakes Testing With Strategy Instruction

Carter, Erik W.; Wehby, Joseph H.; Hughes, Carolyn; Johnson, Stephen M.; Plank, Don R.; Barton-Arwood, Sally M.; Lunsford, Lauren

doi:10.1080/1045988x.2005.10823218

Cited by 24 publications

(21 citation statements)

References 19 publications

(19 reference statements)

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“…Skills-based interventions have been shown to be effective in increasing achievement and reducing test anxiety in students with IEPs, aged 15-19 (Carter et al, 2005). Combined cognitive and skill-based interventions may prove to be effective intervention for most students, as demonstrated in Ergene's (2003) meta-analysis.…”

Section: Interventionsmentioning

confidence: 98%

Test anxiety in school-age children: An examination of a national epidemic

Scott¹,

Lamb²,

Bentley³

et al. 2018

GJGC

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Test anxiety has long been an issue with students, parents and in schools on a global level. Many students are becoming overwhelmed with the increased demands placed on test preparation and test performance. Accountability measures have become a major priority, with school children enduring standardised testing annually from grades 3-8, and once more in high school. This article will explore the many facets of test anxiety, what some schools are doing to try to reduce the anxiety and interventions, so that counsellors can use in their work with students.

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Section: Interventionsmentioning

confidence: 98%

Test anxiety in school-age children: An examination of a national epidemic

Scott¹,

Lamb²,

Bentley³

et al. 2018

GJGC

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show abstract

“…Casey (1998), Michael (1980) and Wood (1989with Carter (2005, Sweetnam (2000) and Whinnery (1994) These results are shown in Tables (2,3,4). One-Way ANOVA showed that the observed differences between the use of Shchieffe' Test determine that the means attributed to their academic levels were at the level of (less than 68) and the levels of (68-78 and more than 78) in favor of the students' levels (68-78 and more than 78).…”

Section: Discussion Of the Findingsmentioning

confidence: 99%

The Relationship between Jerash Private ‘University English Majors Test Strategies and Their Academic Achievement Level

Al-Darayseh¹

2015

JHS

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Abstract:This study aims at investigating the relationship between the test strategies and the academic achievement of the fourth year English majors at Jerash Private University. The sample of the study consisted of 50 male and female students randomly selected from a population of 167 fourth-year English majors enrolled at the English department included 30 items divided into three domains: test preparing strategies, test anxiety relieving strategies and test taking strategies. The results revealed that the test-taking strategies, the test relieving strategies and the test preparing strategies occupied the between test strategies and the students' academic achievement levels.

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“…Although strategy instruction was found to be correlated to inclusive placement for reading, the achievement gains in this study contrasted with the research. Carter et al (2005) actually saw increases in test performance of secondary students with high-incidence disabilities that received strategy instruction in test-taking skills. This could be the effect of having only 36 teachers return a completed survey; this represents a 15.13% return rate.…”

Section: Achievement Gains and Instructional Best Practicesmentioning

confidence: 99%

“…In another study, the researchers explored the effects of strategy instruction on the test performance of secondary students with high-incidence disabilities (Carter et al, 2005). Participants included 38 students with high-incidence disabilities that attended a high school in a large, urban school district.…”

Section: Instructional Best Practices For Secondary Students With Dismentioning

confidence: 99%

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The Relationship Between Educational Placement, Instructional Practices, and Achievement Gains of Black Students with Specific Learning Disabilities in Secondary Urban School Settings

Phillips¹

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Preparing Adolescents With High-Incidence Disabilities for High-Stakes Testing With Strategy Instruction

Cited by 24 publications

References 19 publications

Test anxiety in school-age children: An examination of a national epidemic

Test anxiety in school-age children: An examination of a national epidemic

The Relationship between Jerash Private ‘University English Majors Test Strategies and Their Academic Achievement Level

The Relationship Between Educational Placement, Instructional Practices, and Achievement Gains of Black Students with Specific Learning Disabilities in Secondary Urban School Settings

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