Effectiveness of a Partial Read-Aloud Test Accommodation to Assess Reading Comprehension in Students with a Reading Disability

Autor/inn/en	Giusto, Michelle; Ehri, Linnea C.
Titel	Effectiveness of a Partial Read-Aloud Test Accommodation to Assess Reading Comprehension in Students with a Reading Disability
Quelle	In: Journal of Learning Disabilities, 52 (2019) 3, S.259-270 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219418789377
Schlagwörter	Instructional Effectiveness; Reading Aloud to Others; Reading Tests; Testing Accommodations; Academic Accommodations (Disabilities); Reading Comprehension; Reading Difficulties; Decoding (Reading); Elementary School Students; Grade 3; Pacing; Language Tests; Intelligence Tests; Verbal Ability; Vocabulary; New York (New York); Gates MacGinitie Reading Tests; Clinical Evaluation of Language Fundamentals; Woodcock Reading Mastery Test; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Lesetest; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Leseverstehen; Reading difficulty; Leseschwierigkeit; Dekodierung; School year 03; 3. Schuljahr; Schuljahr 03; Lerntempo; Language test; Sprachtest; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz
Abstract	This experiment examined whether a partial read-aloud accommodation with pacing (PRAP) would improve the reading comprehension of poor decoders but not average decoders compared to standard testing procedures. Participants were 82 third graders with at least average listening comprehension skills: 28 were poor decoders, and 54 were average decoders; mean age 8 years, 9 months (8:9). In the PRAP condition, students' were paced through the Gates MacGinitie reading comprehension test. The examiner read aloud only directions, proper nouns, and questions with multiple choice answers while students read the passages independently. PRAP was compared to a standard testing condition and a pacing only condition. Poor decoders' reading comprehension was significantly higher under PRAP than under either the pacing or standard testing (p < 0.01), whereas average decoders did not benefit from the PRAP procedure. Results support PRAP as a valid test accommodation procedure for readers who struggle with decoding but not listening comprehension. Results support the simple view of reading and show its value in the design of test accommodations for a specific type of reading disability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01