ERIC Number: ED451643
Record Type: Non-Journal
Publication Date: 2000-Dec
Reference Count: N/A
Effects of a Reading Accommodation on the Validity of a Reading Test. Technical Report 28.
Kosciolek, Stacey; Ysseldyke, James E.
This study examined the effects of a reading accommodation on the performance of students on a reading comprehension test. In total, 17 general education students and 15 special education students in grades 3-5 participated. Each student took two equivalent forms of the California Achievement Tests (CAT/5), Comprehension Survey. One form was administered with a read aloud accommodation, the other was administered without it. The read aloud accommodation was provided with an audiocassette player. One male and one female adult reader alternated between each passage and set of items for each test form. Each passage was read once at a speed of approximately 120 words per minute. A signification interaction between accommodation effects by student status was not found. However, there was a moderate positive effect size for students with disabilities, while the effect size for students in the general population was minimal. In addition to the test scores, data on student preferences were collected. Students in special education preferred the test with the accommodation, students in general education preferred the test without the accommodation. The study concludes that further investigation with larger groups is needed to determine whether the trends found are maintained. (Contains 26 references.) (CR)
Descriptors: Academic Accommodations (Disabilities), Auditory Stimuli, Disabilities, Elementary Education, Performance Factors, Reading Aloud to Others, Reading Comprehension, Reading Tests, Student Attitudes
National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Rd., Minneapolis, MN 55455 ($10). Tel: 612-624-8561; Fax: 612-624-0879; Web site: http://www.coled.umn.edu/NCEO.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Council of Chief State School Officers, Washington, DC.; National Association of State Directors of Special Education, Alexandria, VA.; National Center on Educational Outcomes, Minneapolis, MN.