- 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 

Segmented text and performance - findings

- 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?”

University of Michigan - Ann Arbor

- Segmented text and reliability of the reading test
- Segmented text and performance
- Segmented text and the correlation between teacher ratings, English Language Arts (ELA) achievement test levels, and reading performance

Accessibility of segmented reading comprehension passages for students with disabilities - areas of focus

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

Accessibility of segmented reading comprehension passages for students with disabilities

- RQ1: “Does the original version of the reading test have similar reliability for students with disabilities and students without disabilities?”
- RQ2: “Does the segmented version of the reading test have similar reliability for students with disabilities and students without disabilities?”

Segmented text and reliability of the reading test - research questions

Segmented text and performance - research questions

- RQ6: “Does the original version of the reading test have a similar correlation with teacher ratings and ELA levels for students with disabilities and students without disabilities?”
- RQ7: “Does the segmented version of the reading test have a similar correlation with teacher ratings and ELA levels for students with disabilities and students without disabilities?”

Segmented text and the correlation between teacher ratings, English Language Arts (ELA) achievement test levels, and reading performance - research questions

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