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ERIC Number: EJ1111280
Record Type: Journal
Publication Date: 2008-Apr
Pages: 55
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2330-8516
EISSN: N/A
Examining the Impact of Audio Presentation on Tests of Reading Comprehension. Research Report. ETS RR-08-23
Laitusis, Cara Cahalan; Cook, Linda L.; Cline, Frederick; King, Teresa C.; Sabatini, John
ETS Research Report Series, Apr 2008
This study examined the impact of a read-aloud accommodation on standardized test scores of reading comprehension at Grades 4 and 8. Under a repeated measures design, students with and without reading-based learning disabilities took both a standard administration and a read-aloud administration of a reading comprehension test. Results show that the mean score on the audio version was higher than scores on the standard version for both groups of students at both grade levels. Students with reading-based learning disabilities at both levels benefited differentially more than students with no disability. This finding continues to hold after controlling for reading fluency and ceiling effects at both grades. The results also examined the relationship between test scores and teachers' ratings of reading comprehension to determine which measures are the best predictors of teachers' ratings of reading comprehension by grade and disability classification.
Educational Testing Service. Rosedale Road, MS19-R Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; e-mail: RDweb@ets.org; Web site: https://www.ets.org/research/policy_research_reports/ets
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED); National Center for Special Education Research (ED)
Authoring Institution: N/A
Identifiers - Location: New Jersey
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests; Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: H324F040001