The Reliability Between Standardized Reading Measures and Curriculum-Based Reading Assessments for Students With Special Needs

• In Event: Poster Session 14
  In Poster Session: Conceptual and Technical Studies on Assessment Design and Development Topics in K-12 Education

Abstract

This study examined the reliability between standardized reading measures, curriculum based reading assessments, and word reading tests for students with special needs broadly categorized into students with learning disabilities (LD), autism spectrum disorder (ASD), or moderate cognitive delays (MCD). Sixty-eight high school students from a private, urban school for students with special needs participated in the study. The participants were administered the Group Reading Assessment and the Diagnostic Evaluation (GRADE), a curriculum based reading assessment (CBRA), and the Slosson Oral Reading Test (SORT-3), within the same two week period. Results indicated that students with ASD had a significantly higher internal deviation in their reading scores than students with LD or MCD. Instructional implications are discussed.

Authors

• Mark Lauterbach, Brooklyn College - CUNY

• Katharine Pace Miles, The Graduate Center - CUNY