Adapting Reading Test Items: Decreasing Cognitive Load to Increase Access for Students with Disabilities

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This chapter appears in the report Lessons Learned in Federally Funded Projects That Can Improve the Instruction and Assessment of Low Performing Students with Disabilities. The authors describe findings and implications for future research stemming from a study that sought to identify strategies to increase the ability of students with disabilities to show what they know and can do on large-scale assessments. 


Caroline Parker, Joanna Gorin, Sue Bechard

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42 pp.
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