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ERIC Number: ED495897
Record Type: Non-Journal
Publication Date: 2006-Sep
Pages: 29
Abstractor: ERIC
Reference Count: 42
ISBN: N/A
ISSN: N/A
Item-Level Effects of the Read-Aloud Accommodation for Students with Reading Disabilities. Synthesis Report 65
Bolt, Sara E.; Thurlow, Martha L.
National Center on Educational Outcomes, University of Minnesota
Research support for providing a read-aloud accommodation (i.e., having an individual read test items and directions aloud) to students with disabilities has been somewhat limited, particularly when merely examining effects of the accommodation on overall test scores for general groups of students with disabilities. The authors examined data on accommodated and non-accommodated performances of students with specific reading disabilities on various math test items anticipated to be highly sensitive to accommodation effects. Analyses were conducted across three consecutive years of data from an elementary and middle school statewide assessment program. Within the fourth grade dataset, items classified as reading-hard (RH) and those classified as mathematically easy but difficult to read (ME/RH) were positively affected by the accommodation. Marginally significant findings were obtained for the ME/RH item set at the eighth grade level. Limitations and implications of the study are discussed. (Contains 8 tables.)
National Center on Educational Outcomes. University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://education.umn.edu/NCEO/
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 4; Grade 8
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center on Educational Outcomes, Minneapolis, MN.; Council of Chief State School Officers, Washington, DC.; National Association of State Directors of Special Education, Alexandria, VA.