%0 Journal Article
%T Statewide Alternate Reading Assessment of Students Who Are Deaf/Hard of Hearing With Additional Disabilities
%A Mary A. Hansen
%A Naomi Zigmond
%A Vicki Donne
%J Communication Disorders Quarterly
%@ 1538-4837
%D 2019
%R 10.1177/1525740118775591
%X This study presents longitudinal data analysis of 6 years of reading scores on a large-scale statewide performance-based alternate assessment for 214 students who are deaf/hard of hearing and have an additional cognitive disability. Assessment scores were examined by complexity level, within grade-level bands, and individually over time. Results indicated that even though the depth of content knowledge increased over time as defined by test specifications, students generally maintained a stable level of proficiency as determined by the state performance standards. Interpretation of results underscores the importance of a multidisciplinary approach to reading instruction among special educators, teachers of the deaf, and speech-language pathologists to improve outcomes of this population
%K deaf/hard of hearing
%K exceptionalities
%K assessment
%K reading
%U https://journals.sagepub.com/doi/full/10.1177/1525740118775591