This report discusses the findings of a study that investigated the effectiveness of using a videotaped, read-aloud mathematics test for students with disabilities. In the study, a mathematics test was read aloud using a videotaped presentation in which problems were presented singly, in a paced format, and with visual prompting of the answer choices. Approximately 2,000 students were tested, evenly distributed by grade with approximately 600 students in the fourth and eighth grades, 500 students in the seventh grade, and 400 students in the fifth grade. A substantial percentage of students received free and/or reduced price lunch (36%). Students' performance on the accommodated presentation was compared to their performance with a standard administration in which students read the problems themselves with several multiple-choice items presented on a page and no pacing. Students participated in both administrations, requiring two different forms of a test to be given in counterbalanced order. For students in the fourth and fifth grades, performance was higher with the videotaped presentation than with the standard administration for both general education students rated low in reading and those with Individualized Education Programs in reading. In the seventh and eighth grades, no such improvement appeared with videotaped administration for either group of students. (Contains 16 references.) (Author/CR)