Reading Growth of Students With Disabilities in the Context of a Large-Scale Statewide Reading Reform Effort

Abstract

The reading growth of 1,422 second-and third-grade students in special education was examined in the context of schools with 1 and 3 years of experience with Oregon Reading First. Findings suggested that (a) experience with Reading First was associated with greater student reading growth regardless of special education status, (b) students in special education made differentially less growth compared with peers not in special education, and (c) greater risk for reading failure and identification for special education was associated with poorer reading growth. Implications are discussed regarding the involvement of students in special education in Comprehensive School Reform initiatives and the need for more intensive instruction and assessment for students in special education and those at risk for reading failure.

Formative Assessment Practices in Special School Classrooms With the Support of E-Books: A Case Study

“…Formative assessment can, thus, be regarded as a set of classroom practices, ranging from learner-centred activities to teacherdirected assessments (Carless, 2011;Guo and Yan, 2019). Hence, this study, in common with formative assessment studies in special education contexts, conceptualises formative assessment as an instructional strategy, embedded in daily classroom activities and conversations, which can identify the learning needs of special education students, so that modifications of instruction can be made and more support can be provided (Sanford et al, 2013). Burns and Ysseldyke (2009) report that formative assessment is ranked as the fourth most frequently used practice by special school teachers and the second most frequently used practice by school psychologists in special schools.…”

Using Visual Analysis to Evaluate and Refine Multilevel Models of Single-Case Studies

“…In the context of special education research, multilevel modeling has become increasingly popular in the analysis of single-case experimental studies (Hagan-Burke et al, 2011; McDonnall, Cavenaugh, & Geisen, 2012; Sanford, Park, & Baker, 2011). For example, McDonnall et al (2012) investigated the association between parental involvement (both at home and at school) and mathematics achievement for students with visual impairments.…”