The read-aloud accommodation (RA) is frequently provided to students with high-incidence disabilities to facilitate their access to learning opportunities during instruction and to allow them to demonstrate knowledge and skills during testing. Empirical support for this accommodation has been somewhat mixed, and has primarily focused on accommodations during testing rather than during instruction. Recent research does indicate positive effects of test accommodations on students' reports of self-efficacy. In the current study, an examination of the effects of the RA during instruction on growth in academic achievement among students with high-incidence disabilities was conducted, along with an examination of effects on locus of control (LOC) and self-concept, which were hypothesized to have mediating effects on the relationship between accommodation provision and academic growth. Results suggested a relationship between receiving an accommodation and LOC, but no subsequent effects on academic growth, apart from a marginally significant relationship between LOC and growth in passage comprehension.