APPLIED MEASUREMENT IN EDUCATION, 23: 168–186, 2010 Copyright © Taylor & Francis Group, LLC ISSN: 0895-7347 print / 1532-4818 online DOI: 10.1080/08957341003673823 HAME 0895-7347 1532-4818 Applied Measurement in Education, Vol. 23, No. 2, February 2010: pp. 0–0 Applied Measurement in Education Accessibility of Segmented Reading Comprehension Passages for Students with Disabilities Accessibility of Segmented Reading Comprehension abedi et al. Jamal Abedi University of California, Davis Jenny C. Kao and Seth Leon UCLA/CRESST 1 Ann M. Mastergeorge and Lisa Sullivan University of California, Davis Joan Herman UCLA/CRESST Rita Pope University of California, Davis This study explores factors that affect the accessibility of reading comprehension assessments for students with disabilities in grade 8 public school classrooms. The study consisted of assessing students using reading comprehension passages that were broken down into shorter “segments” or “chunks” in order to assess the validity and effectiveness of segmenting and the reliability of assessment in segmenting. The results of the segmenting study indicated that: (1) segmenting did not affect reading performance of students without disabilities; suggesting that it does not compromise the validity of reading assessment; (2) segmenting did not affect reading performance of students with disabilities; and (3) the segmented version had a higher reliability for students with disabilities without affecting the reliability for students without disabilities. 1 CRESST is the National Center for Research on Evaluation, Standards, and Student Testing. Correspondence should be addressed to Jamal Abedi, School of Education, University of California, Davis, One Shields Avenue, Davis, CA 95616. E-mail: jabedi@ucdavis.edu