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首页> 外文学位 >Elementary tech: Assistive technology, specific learning disability, and state standardized testing.
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Elementary tech: Assistive technology, specific learning disability, and state standardized testing.

机译：基础技术：辅助技术，特定的学习障碍和状态标准化测试。

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摘要

There is little research regarding the impact of assistive technology for students identified with Specific Learning Disabilities at the elementary level, and none that considers assistive technologies' effect on high stakes testing. This study employed state standardized testing data for a cohort of students with learning disabilities as they moved through the fourth, fifth, and sixth grade tests. A causal-comparative design was used to determine if assistive technology was an effective accommodation for elementary students on the state standardized test. First, a Factorial Analysis of Variance was performed to compare performance outcomes of the state assessment scaled sore across different accommodation treatments. Second, a Repeated Measures Analysis of Variance, along with t-tests was performed, to compare a student's growth across testing years where assistive technology was used, or not used. When assistive technology was compared to the four most common accommodation conditions (directions read, extended time, oral script and no accommodation), students using assistive technology preformed significantly better than those using directions read, p = .003, with a small effect size eta 2 = .047. For the second ANOVA, students were grouped by their pattern of assistive technology use. The group that used assistive technology two years in a row performed significantly better than the group that did not use assistive technology two years in a row, p = .005, with a medium effect eta2 = .076. When individual student growth scores were compared across two testing years, one where they used assistive technology and one year where they did not, students performed significantly better in years that they used assistive technology with p = .0004 and .002 for the two groups, within-subject effect size was large, eta 2 = .173. These findings suggest that assistive technology was an effective accommodation for elementary age students, identified with specific learning disabilities, on the state standardized test. Students using assistive technology generally scored better than peers who did not, and showed higher growth in years that they used assistive technology.
机译：很少有关于辅助技术对在初等阶段被识别为特殊学习障碍的学生的影响的研究，没有研究考虑辅助技术对高风险测试的影响。这项研究为一群学习障碍学生在接受四年级，五年级和六年级考试时采用了州标准化测试数据。因果比较设计用于确定辅助技术是否对州立标准化考试的小学生有效。首先，进行了方差因子分析以比较状态评估在不同适应性治疗之间的疼痛程度的表现结果。其次，进行了方差重复测量分析以及t检验，以比较使用或不使用辅助技术的学生在测试年中的成长情况。当将辅助技术与四种最常见的适应条件（指示阅读，延长时间，口头文字和无适应）进行比较时，使用辅助技术的学生的表现明显优于使用指示阅读的学生（p = 0.003），且效应大小eta 2 = .047。对于第二次方差分析，按辅助技术使用方式将学生分组。连续两年使用辅助技术的小组的表现明显好于连续两年不使用辅助技术的小组，p = .005，中等影响eta2 = .076。如果在两个测试年份（其中一个使用辅助技术，一个不使用辅助技术）中比较单个学生的成长得分，那么两组学生的学习成绩明显好于他们使用辅助技术的年份，两组的p = .0004和.002，受试者内部效应的大小很大，eta 2 = .173。这些发现表明，在国家标准化测试中，辅助技术对于患有特定学习障碍的小学生是一种有效的住宿方式。使用辅助技术的学生通常比未使用辅助技术的同学得分更高，并且在使用辅助技术的年份中表现出更高的增长。

著录项

  • 作者

    Ohleyer, Alyssa A.;

  • 作者单位

    Capella University.;

  • 授予单位 Capella University.;
  • 学科 Special education.;Educational tests measurements.;Educational technology.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 217 p.
  • 总页数 217
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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