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Title: Preview.
Authors: Lloyd, John Wills (AUTHOR), Therrien, William J. (AUTHOR)
Source: Exceptional Children. Oct2022, Vol. 89 Issue 1, p4-4. 1p.
Subjects: Teacher development, Young adults
Abstract: They reported that their study, "Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science?" Their results showed that, although students without disabilities received more college and career readiness support than those with disabilities, the discrepancies were especially pronounced among students of color. Although an earlier study had shown students benefiting from the intervention curriculum, in the study they reported here, there were no benefits for the students in the experimental condition. [Extracted from the article]
Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="AR" term="%22Lloyd%2C+John+Wills%22">Lloyd, John Wills</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Therrien%2C+William+J%2E%22">Therrien, William J.</searchLink> (AUTHOR)
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  Data: They reported that their study, "Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science?" Their results showed that, although students without disabilities received more college and career readiness support than those with disabilities, the discrepancies were especially pronounced among students of color. Although an earlier study had shown students benefiting from the intervention curriculum, in the study they reported here, there were no benefits for the students in the experimental condition. [Extracted from the article]
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  Data: <i>Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/00144029221119072
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              Text: Oct2022
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