This study was conducted to examine whether using a monolingual, simplified English dictionary as an accommodation on a reading test with limited-English-proficient (LEP) Hmong students improved test performance. Hmong students were chosen because they are often not literate in their first language. For these students, bilingual dictionaries are not likely to be useful. Students for this study were drawn from three urban middle schools in metropolitan Minneapolis. There were a total of 69 students in the non-LEP group, and 133 students in the Hmong LEP group. The study used a control group of non-LEP students and an experimental group of Hmong LEP students. All students were administered two reading passages with an English dictionary available, and two passages without a dictionary available, varying passage order and accommodation in both study groups. The students' test performance on the two reading passages with dictionary accommodations was then compared to their test performance on the two passages without dictionary accommodation. The results showed that there was not a significant difference in reading comprehension scores for students in either the LEP or non-LEP group under accommodation conditions. However, it was found that the Hmong LEP students who reported using the accommodated (simplified) English dictionary showed a moderately significant gain. Issues discussed include student dictionary ability, dictionary interactions with test items, test development considerations, and current beliefs about dictionary accommodations and reading assessment. The pretest and posttest are included in appendices. (Contains 25 references.) (KFT)