Abstract
AbstractApproximately 350 fifth grade learning disabled students were administered modified versions of their state’s minimum competency exam. The test modifications included enlarged print, altered item order, unjustified lines in reading passages, and a higher example/item ratio. Comparisons of students’ performance on the modified versions of the test were made; additionally, data from similar students tested with standard versions of the minimum competency test were analyzed. In general, learning disabled students performed well on the modified tests; performance on regular-print and large-print versions were similar. Implications for future accommodation of handicapped students in minimum competency testing programs are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
