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ERIC Number: EJ823576
Record Type: Journal
Publication Date: 2003
Pages: 18
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0279-6015
Effects and Perceived Consequences of Using Read-Aloud and Teacher-Recommended Testing Accommodations on a Reading Achievement Test
McKevitt, Brian C.; Elliott, Stephen N.
School Psychology Review, v32 n4 p583-600 2003
This investigation examined the effects and consequences of using testing accommodations, including reading aloud test content, with a group of eighth-grade students (N = 79) on a standardized reading test. Research questions pertaining to the effects of accommodations on reading test scores and consequences of testing on teacher and student attitudes were addressed using a repeated measures experimental design and postassessment questionnaires. Results demonstrated that individualized packages of accommodations with or without a read-aloud accommodation had minimal benefit for groups of students with and without disabilities and did not differentially benefit one group of students over another. Accommodations did, however, positively affect many individuals' test scores within groups of students with and without disabilities. Furthermore, teachers and students expressed mixed feelings about accommodations and testing in general. Overall, this study added evidence to support the popular view that reading aloud a reading test may have an invalidating effect on test scores. Implications of these findings on testing accommodation practices and future research are discussed, with particular attention to validity issues when using a read-aloud accommodation. (Contains 2 tables and 1 figure.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A