Arthaud, T. J., Vasa, S. F., & Steckelberg, A. L. (2000). Reading assessment and instructional practices in special education. Diagnostique, 25(3), 205-227.
More than 400 K-12 special education teachers from four Midwestern states were surveyed regarding the frequency of their use of reading assessments (both standardized and nontraditional) as well as reading instructional practices. The authors summarize recommended standardized and nontraditional practices for reading assessment and instruction. Survey results, however, suggest that special education teachers use research-supported instructional practices, but do not use validated informal reading assessments such as miscue analysis and curriculum-based measurement.
DeStefano, L., Shriner, J. G., & Lloyd, C. A. (2001). Teacher decision-making in participation of students with disabilities in large-scale assessment. Exceptional Children, 68(1), 7-22.
The study evaluates an intervention to improve instructor and administrator decision-making regarding the participation of students with disabilities and their use of accommodations in a large-scale assessment. The findings were from the first year of a three-year OSEP-funded project designed to improve students access to the general education curriculum.
More than 80 teachers participated in training sessions. Pre-and post-test measures assessed teachers self-efficacy and knowledge regarding accommodations and participations decisions, both in hypothetical situations and at a one-year follow-up with actual students. Results indicated that involvement in training was associated with increased confidence of teachers in making accommodations decisions, and teachers were more likely to recommend accommodations, partial participation, and alternate assessments.
Harris, R. E., Marchand-Martella, N., & Martella, R. C. (2000). Effects of a peer-delivered corrective reading program. Journal of Behavioral Education, 10(1), 21-36.
This study examined whether a combination of peer-delivered instruction, a Corrective Reading Program (CRP), and repeated reading improved the reading performance of at-risk 9th and 10th graders at a suburban high school in the Northeast. Of the 88 students, three were enrolled in ESL programs, 21 attended the alternative high school program, and 64 did not receive special services. Eleventh and 12th grade peer instructors and students in need of reading assistance were randomly assigned to dyads or triads.
Pre- and post-test measures included vocabulary and comprehension subtests of the Gates-MacGinitie Reading Tests, fluency and accuracy of oral reading, repeated readings of text materials, and number of lessons completed. Gains were observed in standardized reading scores as well as in oral reading fluency, and there was a decrease in the number of repeated readings from beginning to final lesson. In general, the number of repeated readings decreased from the initial lesson to the final lesson.