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The Effects of American Sign Language as an Assessment Accommodation for Students Who Are Deaf or Hard of Hearing
16 references·2 citing·44 second hop
The Effects of American Sign Language as an Assessment Accommodation for Students Who Are Deaf or Hard of Hearing (2010)The Effects of American Sign Language as …No Child Left Behind Act of 2001 (2010)No Child Left Behind Act of 2…Are Deaf Students’ Reading Challenges Really About Reading? 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A Review of the Literature on Reading and Deafness (2000)How Do Children Who Can't Hea…Beyond Fourth-Grade Science: Why Do U.S. and Japanese Students Diverge? (2000)Beyond Fourth-Grade Science: …Assessments and Accountability (2000)Assessments and AccountabilityAssessments and Accountability (2000)Assessments and AccountabilityHigh-Stakes Testing Accommodations: Validity Versus Disabled Rights (1994)High-Stakes Testing Accommoda…Exploring the use of dynamic language assessment with deaf children, who use American Sign Language: Two case studies (2014)Exploring the use of dynamic …Assessment Accommodations on Tests of Academic Achievement for Students Who Are Deaf or Hard of Hearing: A Qualitative Meta-analysis of the Research Literature (2013)Assessment Accommodations on …Structural Equations with Latent Variables (1989)Structural Equations with Latent Variables. (1991)What is coefficient alpha? An examination of theory and applications. 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References

  • 2010No Child Left Behind Act of 2001882 cited
  • 2000Assessments and Accountability715 cited
  • 2000Assessments and Accountability417 cited
  • 2003Educating deaf students: from research to practice336 cited
  • 2004Assessment Accommodations for English Language Learners: Implications for Policy-Based Empirical Research331 cited
  • 2005Test Accommodations for Students With Disabilities: An Analysis of the Interaction Hypothesis305 cited
  • 2000How Do Children Who Can't Hear Learn to Read an Alphabetic Script? A Review of the Literature on Reading and Deafness300 cited
  • 2000Beyond Fourth-Grade Science: Why Do U.S. and Japanese Students Diverge?292 cited
  • 2002Standardized Achievement Tests and English Language Learners: Psychometrics Issues258 cited
  • 2008Deaf cognition : foundations and outcomes228 cited
  • 1994High-Stakes Testing Accommodations: Validity Versus Disabled Rights219 cited
  • 2009Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms209 cited
  • 2000Supplementing Teacher Judgments of Mathematics Test Accommodations with Objective Data Sources190 cited
  • 2005State Policies on Assessment Participation and Accommodations for Students with Disabilities152 cited
  • 2009

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Are Deaf Students’ Reading Challenges Really About Reading?
131 cited
  • 2004Five of the Most Frequently Allowed Testing Accommodations in State Policy120 cited
  • Cited by

    • 2013Assessment Accommodations on Tests of Academic Achievement for Students Who Are Deaf or Hard of Hearing: A Qualitative Meta-analysis of the Research Literature32 cited
    • 2014Exploring the use of dynamic language assessment with deaf children, who use American Sign Language: Two case studies31 cited