Search

Twice-exceptionality (2e), broadly defined as the co-occurrence of a gift or talent and a disability, has been a part of the educational lexicon since the 1990s, although its empirical backing is limited. We conducted a comprehensive review of the empirical literature on 2e and created a simulation study of 2e. For the latter, we constructed population distribution functions that represent indicators of ability using a range of correlations and identification criteria guided by the reviewed literature. We observed the theoretical occurrence of 2e, even at its most relaxed definitions, to be much rarer than prevailing literature implies (probability = 0.148). As correlations and factor loadings increase, the prevalence estimates of 2e drop considerably. Our results demonstrated the need for a more informed, standardized, and quantifiable approach to the identification of individuals with 2e.

Twice-exceptionality (2e), broadly defined as the co-occurrence of a gift or talent and a disability, has been a part of the educational lexicon since the 1990s, although its empirical backing is limited. We conducted a comprehensive review of the empirical literature on 2e and created a simulation study of 2e. For the latter, we constructed population distribution functions that represent indicators of ability using a range of correlations and identification criteria guided by the reviewed literature. We observed the theoretical occurrence of 2e, even at its most relaxed definitions, to be much rarer than prevailing literature implies (probability = 0.148). As correlations and factor loadings increase, the prevalence estimates of 2e drop considerably. Our results demonstrated the need for a more informed, standardized, and quantifiable approach to the identification of individuals with 2e. [ABSTRACT FROM AUTHOR]

This study reports the effectiveness of a year-long, small-group, tertiary (Tier 3) intervention that examined 2 empirically derived but conceptually different treatments and a comparison condition. The researchers had randomly assigned all students to treatment or comparison conditions. The participants were seventh- and eighth-grade students from the previous year who received an intervention and did not meet exit criteria. The researchers assigned them to one of two treatments: standardized (n = 69) or individualized (n = 71) for 50 min a day, in group sizes of 5, for the entire school year. Comparison students received no researcher-provided intervention (n = 42). The researchers used multigroup modeling with nested comparisons to evaluate the statistical significance of Time 3 estimates. Students in both treatments outperformed the comparison students on assessments of decoding, fluency, and comprehension. Intervention type did not moderate the pattern of effects, although students in the standardized treatment had a small advantage over individualized students on word attack. This study provides a framework from which to refine further interventions for older students with reading disabilities. (Contains 3 tables.)

This study investigated the efficacy of a package of accommodations for poor readers in Grade 7. Students with and without word reading disabilities were randomly assigned to take an experimental version of a high-stakes reading comprehension test in 1 of 3 formats: (a) standard administration, (b) read aloud accommodations with 1-day administration, or (c) read aloud accommodations with 2-day administration. The significant condition effect and nonsignificant group by condition interaction suggested that accommodations helped both poor and average readers. However, the accommodation effect in average readers stemmed from low performance in the nonaccommodated experimental condition that was not apparent when the same students previously took the state-administered test. The 2-day administration was more effective than the 1-day administration. (Contains 3 tables and 2 figures.)

The interaction hypothesis proposes that valid test accommodations benefit only those with disabilities. To evaluate this hypothesis, Grade 3 students with word decoding difficulties identified with dyslexia and average decoders were randomly assigned to take the same version of the Texas reading accountability assessment under accommodated and standard administrations. The accommodated administration was given in 2 sessions with oral reading of proper nouns and comprehension stems. Only students with decoding problems benefited from the accommodations, showing a significant increase in average performance and a 7-fold increase in the odds of passing the test. These results supported the interaction hypothesis, showing that accommodations designed for a clearly defined academic disability can enhance performance on a high-stakes assessment. (Contains 2 tables.)

This study reports the effectiveness of a year-long, small-group, tertiary (Tier 3) intervention that examined 2 empirically derived but conceptually different treatments and a comparison condition. The researchers had randomly assigned all students to treatment or comparison conditions. The participants were seventh- and eighth-grade students from the previous year who received an intervention and did not meet exit criteria. The researchers assigned them to one of two treatments: standardized (n = 69) or individualized (n = 71) for 50 min a day, in group sizes of 5, for the entire school year. Comparison students received no researcher-provided intervention (n = 42). The researchers used multigroup modeling with nested comparisons to evaluate the statistical significance of Time 3 estimates. Students in both treatments outperformed the comparison students on assessments of decoding, fluency, and comprehension. Intervention type did not moderate the pattern of effects, although students in the standardized treatment had a small advantage over individualized students on word attack. This study provides a framework from which to refine further interventions for older students with reading disabilities., The literature on multitiered, research-based reading interventions provides strong evidence for the critical role of early reading instruction and the benefits of early intervention for children who are struggling to [...]

This study investigated the efficacy of a package of accommodations for poor readers in Grade 7. Students with and without word reading disabilities were randomly assigned to take an experimental version of a high-stakes reading comprehension test in 1 of 3 formats: (a) standard administration, (b) read aloud accommodations with 1-day administration, or (c) read aloud accommodations with 2-day administration. The significant condition effect and nonsignificant group by condition interaction suggested that accommodations helped both poor and average readers. However, the accommodation effect in average readers stemmed from low performance in the nonaccommodated experimental condition that was not apparent when the same students previously took the state-administered test. The 2-day administration was more effective than the 1-day administration., With the advent of the No Child Left Behind Act and its requirements for testing all students as part of the accountability process, students with disabilities have been under increased [...]

The interaction hypothesis proposes that valid test accommodations benefit only those with disabilities. To evaluate this hypothesis, Grade 3 students with word decoding difficulties identified with dyslexia and average decoders were randomly assigned to take the same version of the Texas reading accountability assessment under accommodated and standard administrations. The accommodated administration was given in 2 sessions with oral reading of proper nouns and comprehension stems. Only students with decoding problems benefited from the accommodations, showing a significant increase in average performance and a 7-fold increase in the odds of passing the test. These results supported the interaction hypothesis, showing that accommodations designed for a clearly defined academic disability can enhance performance on a high-stakes assessment., The effects of accommodations on the performance of students with disabilities on accountability and other high-stakes tests have been the topic of several recent reviews (Chiu & Pearson, 1999; Fuchs, [...]