Reading and Writing Competencies of Adolescents with Learning Disabilities

Abstract

The current practice of minimum competency testing (MCT) presents a number of problems for regular students and their peers with handicaps. In this research, the communication performance of students with learning disabilities and that of their regular class peers on the Florida State Student Assessment Test-II (SSAT-II) was analyzed; item performance, skill performance, and mastery scores were tabulated and compared. Also analyzed were employers' opinions about the importance of communication skills assessed on the SSAT-II; the relative importance of various skills to employers was tabulated and compared for adolescents with learning disabilities. Identified were strengths and weaknesses in basic communication skills competence and relations among these skills performances and employer opinions. In general, this group of exceptional students performed better on skills requiring literal use of communication skills and worse on skills requiring application of communication knowledge. Employers' ratings of the extent to which various skills were required on the job supported the importance of competence in these basic skills.

Get full access to this article

View all access options for this article.

References

Airasian, P.W. , Madaus, G.F. , & Pedulla, J. (1979). Minimal competency testing. Englewood Cliffs, NJ: Educational Technology.

Beattie, S. , Grise, P. , & Algozzine, B. (1983). Test modifications and minimum competency test performance of learning disabled students. Learning Disability Quarterly, 6, 75–77.

Candor-Chandler, C. (1979). Competency requirements for special education students. Phi Delta Kappan, 59(9), 611–612.

Ewing, N.J. , & Smith, J.E. (1981). Minimum competency testing and the handicapped. Exceptional Children, 47(7), 523–524.

Fenton, K.S. (1980). Competency testing and the handicapped: Some legal concerns for school administrators. In R.M. Jaeger & C.K. Tittle (Eds.), Minimum competency achievement testing: Motives, models, measures, and consequences (pp. 182–188). Berkeley, CA: McCutchan.

Florida Department of Education. (1985). Florida statewide assessment program: Technical report for October 1984 and March 1985. Tallahassee, FL: Author.

Gallagher, J. (1979). Minimum competency: The setting of educational standards. Educational Evaluation and Policy Analysis, 1(1), 61–67.

Grise, P. , Beattie, S. , & Algozzine, B. (1982). Assessment of minimum competency in fifth grade learning disabled students: Test modifications make a difference. Journal of Educational Research, 76, 35–40.

Lerner, J. (1981). Children with learning disabilities (3rd ed.). Boston: Houghton-Mifflin.

10.

McCarthy, M.M. (1980). Minimum competency testing and handicapped students. Exceptional Children, 47, 166–173.

11.

McKinney, J.D. (1983). Performance of handicapped students on the North Carolina minimum competency test. Exceptional Children, 49(6), 547–550.

12.

Mercer, C.D. (1979). Children and adolescents with learning disabilities. Columbus, OH: Charles E. Merrill.

13.

Pipho, C. (1979). Update VIII: Minimum competency testing. Washington, DC: Education Commission of the States.

14.

Ross, J.W. , & Weintraub, F.J. (1980). Policy approaches regarding the impact of graduation requirements on handicapped students. Exceptional Children, 47(3), 200–203.

15.

Safer, N.D. (1980). Implications of minimum competency standards and testing of handicapped students. Exceptional Children, 46, 288–290.

16.

Smith, J.D. , & Jenkins, D.S. (1980). Minimum competency testing and handicapped students. Exceptional Children, 46 (6), 440–443.