Journal article

A longitudinal study of reading growth for students with visual impairments


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Journal on Technology and Persons with Disabilities, 6, 158–171

By: Beth Boroson, Elizabeth Barker, Xueming (Sylvia) Li


Little is known about growth in reading for students with visual impairments. Understanding reading development for students with visual impairments as they progress through school provides expectations for academic growth and informs instructional practices. Using data from Northwest Evaluation Association’s Measures of Academic Progress assessment, reading achievement was analyzed from 224 students with visual impairments in grades 3–10, in four states over an eight-year time period. Reading growth for students with visual impairments were compared with a nationally normed group of students from the general population.

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