Poster #72 - Developmental Patterns of Literacy Among Students With Disabilities and Autism in an Emergent Reading Program

• In Event: 21.063 - MTCC Poster Session Three
  In Poster Session: 21.063-7 - Contemporary Issues in Educational Evaluation 1

Abstract

A heterogeneity of treatment effect (HTE) analysis was conducted using secondary data on the literacy skills of 40 students with intellectual disabilities or autism who received an emergent reading program, Early Literacy Skills Builder (ELSB). Latent class growth analysis in a person-centered approach identified two groups (classes) of students that represent unique developmental trajectories of literacy over a school year—high-start, fast learners (HSFL) and low-start, slow learners (LSSL). HSFL and LSSL were significantly different for their grade and their teachers’ years of experience, but not different for their verbal status, disability, and gender. Implications of the results were discussed in terms of the teacher and student characteristics that ELSB should take consideration into the refinement process.

Authors

• Ye Sil Kim, Texas Tech University

• Pamela C. Hunt, San Francisco State University

• Elizabeth B. Kozleski, Stanford University

• Jaehoon Lee, Texas Tech University