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ERIC Number: EJ889975
Record Type: Journal
Publication Date: 2010-Aug
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0022-4669
Performance of Students with and without Disabilities under Modified Conditions: Using Resource Guides and Read-Aloud Test Modifications on a High-Stakes Reading Test
Randall, Jennifer; Engelhard, George, Jr.
Journal of Special Education, v44 n2 p79-93 Aug 2010
This study examines the effects of two test modifications--resource guide and read-aloud--on the reading performance of students within the context of a large-scale statewide assessment in Georgia. Schools were both randomly selected and assigned to one of three possible test conditions: resource guide, read-aloud, or standard test condition. Students in the participating schools took the standardized operational version of the assessment in Grades 3 (n = 945) and 6 (n = 995), and then they were retested the following spring in Grades 4 and 7 under one of the three test conditions. Results suggest that the use of resource guides was not effective and that they may have been distracting for the students. The findings also indicate that the use of the read-aloud test modification provided a differential boost in reading performance for students with disabilities in the fourth grade but not for seventh-grade students. (Contains 10 tables and 2 figures.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4; Grade 6; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act