دانلود مقاله ISI انگلیسی شماره 73664
عنوان فارسی مقاله

اثر پیچیدگی زبانی و اقامت در برآورد توانایی برای دانش آموزان با ناتوانی های یادگیری

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
73664 2012 24 صفحه PDF سفارش دهید محاسبه نشده
خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.
عنوان انگلیسی
Effects of linguistic complexity and accommodations on estimates of ability for students with learning disabilities
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Journal of School Psychology, Volume 50, Issue 3, June 2012, Pages 293–316

کلمات کلیدی
ناتوانی های یادگیری؛ اقامت - پیچیدگی زبانی
پیش نمایش مقاله
پیش نمایش مقاله اثر پیچیدگی زبانی و اقامت در برآورد توانایی برای دانش آموزان با ناتوانی های یادگیری

چکیده انگلیسی

Many students with learning disabilities (SLD) participate in standardized assessments using test accommodations such as extended time, having the test items read aloud, or taking the test in a separate setting. Yet there are also aspects of the test items themselves, particularly the language demand, which may contribute to the effects of test accommodations. This study entailed an analysis of linguistic complexity (LC) and accommodation use for SLD in grade four on 2005 National Assessment of Educational Progress (NAEP) reading and mathematics items. The purpose of this study was to investigate (a) the effects of test item LC on reading and mathematics item difficulties for SLD; (b) the impact of accommodations (presentation, response, setting, or timing) on estimates of student ability, after controlling for LC effects; and (c) the impact of differential facet functioning (DFF), a person–by-item-descriptor interaction, on estimates of student ability, after controlling for LC and accommodations' effects. For both reading and mathematics, the higher an item's LC, the more difficult it was for SLD. After controlling for differences due to accommodations, LC was not a significant predictor of mathematics items' difficulties, but it remained a significant predictor for reading items. There was no effect of accommodations on mathematics item performance, but for reading items, students who received presentation and setting accommodations scored lower than those who did not. No significant LC-by-accommodation interactions were found for either subject area, indicating that the effect of LC did not depend on the type of accommodation received.

خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.