- RQ3: average score for 596 students without disabilities who answered every question is 13.87 with standard version and 13.83 with segmented version – very similar regardless of passage structure 
- RQ4: average scores for 110 students with disabilities who completed every question is 9.94 for original and 9.16 for segmented version – again very close 
- RQ5: segmenting did not produce any significant effects for students with or without disabilities
- Segmented passages did not seem to have any effect on reading comprehension performance of students with disabilities 
- Larger variance for scores indicate that segmenting texts have different impacts on reading comprehension of students with disabilities 

University of Michigan - Ann Arbor

- RQ3: “Does segmented text improve the performance of students without disabilities?”
- RQ4: “Does segmented text improve the performance of students with disabilities?”
- RQ5: “If the performance of both groups improves, is there a greater level of improvement for students with disabilities?”

Segmented text and performance - research questions

Abedi, J., Kao, J. C., Leon, S., Mastergeorge, A. M., Sullivan, L., Herman, J., & Pope, R. (2010). Accessibility of segmented reading comprehension passages for students with disabilities. Applied Measurement in Education, 23(2), 168-186. https://www.tandfonline.com/doi/full/10.1080/08957341003673823?casa_token=vk7mb1KuwSMAAAAA%3ADJfq8xa8g6g7XzV_FQhvrGngF8ijWPnYf7JGjjh-ozODb3pVAKYxve2Ueo1C6cjG8uBnuNnA9wZB0g

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