Item-Level Effects of the Read-Aloud Accommodation for Students with Reading Disabilities

Autor/inn/en	Bolt, Sara E.; Thurlow, Martha L.
Titel	Item-Level Effects of the Read-Aloud Accommodation for Students with Reading Disabilities
Quelle	In: Assessment for Effective Intervention, 33 (2007) 1, S.15-28 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/15345084070330010301
Schlagwörter	Reading Difficulties; Testing Accommodations; Reading Aloud to Others; Special Needs Students; Disabilities; Mathematics Tests; Test Items; Difficulty Level; Grade 4; Grade 8; Measurement; Influences; Performance + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Sonderpädagogischer Förderbedarf; Handicap; Behinderung; Test content; Testaufgabe; Schwierigkeitsgrad; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Messverfahren; Influence; Einfluss; Einflussfaktor; Achievement; Leistung
Abstract	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. We examined data on accommodated and nonaccommodated performances of students with specific reading disabilities on math test items anticipated to be highly sensitive to accommodation effects due to their level of reading and math difficulty. We conducted analyses across 3 consecutive years of data from an elementary and middle school statewide assessment program. Within the elementary data set we identified a significant Accommodation Group x Reading Difficulty interaction effect, such that the accommodation appeared to more positively impact student performance on items that were classified as difficult to read. We describe other identified effects and discuss limitations of the study, as well as implications. (Contains 5 tables, 2 figures, and 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10