Test Accommodations and Standardized Assessment for Students with Learning Disabilities who are Second Language Learners

Persistent Link:
http://hdl.handle.net/10150/194234
Title:
Test Accommodations and Standardized Assessment for Students with Learning Disabilities who are Second Language Learners
Author:
One Feather, Monica
Issue Date:
2010
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Federal mandates require that all students participate in large-scale assessments. A population of students with learning disabilities and who are second language learners are emerging within the schools. The purpose of this descriptive study was to gain additional knowledge about accommodation use by determining what accommodations were provided and whether the accommodations used were related to student achievement. Information was collected on accommodation use by 6th and 7th grade students who participated in a large-scale assessment. A post hoc data analysis was conducted to investigate accommodation use during the AIMS-DPA reading assessment. The collected data indicated a high percentage of accommodations were provided to English language learners, who have learning disabilities in 6th grade than 7th grade. A higher number of non-linguistic accommodations were provided than language-related accommodations. Language-related accommodations were provided more frequently to 6th grade students. Analyses indicated that reading performance and accommodations were not significantly related.
Type:
text; Electronic Dissertation
Keywords:
Accommodations; Assessment; English language learners; Learning Disabilities
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Special Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Erin, Jane; Liaupsin, Carl
Committee Chair:
Erin, Jane; Liaupsin, Carl

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleTest Accommodations and Standardized Assessment for Students with Learning Disabilities who are Second Language Learnersen_US
dc.creatorOne Feather, Monicaen_US
dc.contributor.authorOne Feather, Monicaen_US
dc.date.issued2010en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractFederal mandates require that all students participate in large-scale assessments. A population of students with learning disabilities and who are second language learners are emerging within the schools. The purpose of this descriptive study was to gain additional knowledge about accommodation use by determining what accommodations were provided and whether the accommodations used were related to student achievement. Information was collected on accommodation use by 6th and 7th grade students who participated in a large-scale assessment. A post hoc data analysis was conducted to investigate accommodation use during the AIMS-DPA reading assessment. The collected data indicated a high percentage of accommodations were provided to English language learners, who have learning disabilities in 6th grade than 7th grade. A higher number of non-linguistic accommodations were provided than language-related accommodations. Language-related accommodations were provided more frequently to 6th grade students. Analyses indicated that reading performance and accommodations were not significantly related.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectAccommodationsen_US
dc.subjectAssessmenten_US
dc.subjectEnglish language learnersen_US
dc.subjectLearning Disabilitiesen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSpecial Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorErin, Janeen_US
dc.contributor.advisorLiaupsin, Carlen_US
dc.contributor.chairErin, Janeen_US
dc.contributor.chairLiaupsin, Carlen_US
dc.contributor.committeememberShaw, Lindaen_US
dc.identifier.proquest11204en_US
dc.identifier.oclc752261050en_US
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