The effect of the Read Aloud accommodation on the performances of learning disabled in reading (LD-R) and non-learning disabled (non LD) middle school students was studied using selected texts from the Iowa Tests of Basic Skills (ITBS) achievement battery. Science, Usage and Expression, Math Problem Solving and Data Interpretation, and Reading Comprehension were the four tests used. A total of 62 LD-R and 198 regular education middle school students from 2 schools participated. The most significant finding was that both LD-R and non LD students benefited from the Read Aloud test administration condition. It was expected that LD-R students would score higher in that condition, but it was not expected that non LD students would score higher, at least to the extent that they did. The Read Aloud accommodation provides a benefit to the typical student who receives it beyond the level required to alleviate the effects of a disability. The Read Aloud conditions appear to change the construct being measured for most students relative to that measured under standard conditions. The impact was greatest on the Reading Comprehension test, a test that would not be considered appropriate for such an accommodation. (Contains 3 tables and 21 references.) (SLD)