| Автор | Horton, Steven, V. |
| Автор | Lovitt, Thomas, C. |
| Дата выпуска | 1994 |
| dc.description | This study examined the level of agreement between two methods of administering group reading inventories, computer and pencil and paper, leading to placing 72 secondary students, 38 males and 34 females, into three instructional groups—teacher directed, dyadic, and independent. The students, 13 with learning disabilities, 16 remedial, and 43 normally achieving, were enrolled in science and social studies classes in middle school and high school. In one condition, students read textbook passages presented on computer, completed study guides, and took 15-item tests on computer. In the other condition, the same students read passages from their textbooks, completed study guides, and took 15-item tests with pencil and paper. An equivalent time samples design was arranged, with four computer assessments and four pencil-and-pape r assessments randomly assigned. The dependent measures consisted of two types of test items, factual and interpretive. The results of group analysis significantly favored the computer overall on factual questions, with individual analyses indicating few significant differences resulting from the two types of group reading inventories. On interpretive test items, the results of group analysis revealed no significant difference between the two assessment methods, a finding generally corroborated by the individual analyses. Correlation coefficients substantiated significant positive relationships between the dependent measures and the group reading inventories. Overall, the placement of students in three instructional groups was identical for each type of group reading inventory in 72% of individual comparisons. Several recommendations for teachers are presented and discussed. |
| Издатель | SAGE Publications |
| Название | A Comparison of Two Methods of Administering Group Reading Inventories to Diverse Learners |
| Тип | Journal Article |
| DOI | 10.1177/074193259401500606 |
| Electronic ISSN | 1538-4756 |
| Print ISSN | 0741-9325 |
| Журнал | Remedial and Special Education |
| Том | 15 |
| Первая страница | 378 |
| Последняя страница | 390 |
| Аффилиация | Horton, Steven, V., STEVEN V. HORTON is currently a special education teacher and a supervisor in the Learning Assistance Program for the Shoreline School District, Seattle, Washington. He received his PhD from the University of Washington in 1984. Formerly, he was an assistant professor at Wichita State University, Wichita, Kansas; a project director on two federal grants at the University of Washington; an adjunct instructor at Seattle Pacific University; and a special education teacher in Idaho and California. His research interests include instructional strategies for school-age children with special needs. |
| Аффилиация | Lovitt, Thomas, C., THOMAS C. LOVITT is a professor of special education at the University of Washington, Seattle. He received his EdD from the University of Kansas in 1966. His research interests include school-based research, collaborations between schools and universities, and assisting general education teachers to accommodate youth with disabilities in their classes. Address: Steven V. Horton, 16105 NE 106th St., Redmond, WA 98052. |
| Выпуск | 6 |
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