Read Aloud Accomadations

As prescribed by the 1997 amendments to the Individuals with Disabilities Education Act, all special education students are eligible to receive testing accommodation on state-and district-wide assessments. These accommodations are intended to lessen the effects of the students’ disabilities so more interpretable and appropriate test score information is gathered. Some of the most commonly used accommodations are as follows: flexible scheduling, flexible setting, revised test format, and revised item presentation/response variation. Although these accommodations are generally accepted in the field of special education, there is a scarcity of convincing data regarding the effect of such accommodations on students’ performances.

One frequently used accommodation involves reading aloud a test to a student but under standard test administration the student would have to read the questions to him or herself. This accommodation is commonly used with students who have a learning disability in reading or for students whose slow language development has delayed their growth in early reading skills. The read a

Two middle schools consisting of grades six to eight, from a midwestern school district, were contacted to participate. Students without disabilities, and those identified as LD-R by state criteria were chosen for this study. Between the two schools, there were a total of 260 students participating in this study. Sixty-two of the students were in the LD-R group while 198 students were in the non-LD group. This particular study used four ITBS tests: Science, Usage and Expression, Math Problem-Solving and Data Interpretation, and Reading Comprehension. In order to get an estimate of the effect the accommodation causes, the Reading Comprehension test was added. The research design incorporated students from the LD-R group and the non-LD group so that the effects of the read aloud accommodation could be seen on both. The average scores were still higher in the non-LD groups than those in the LD-R group. However, by using the read aloud accommodation both group of students scored higher.

Also, there were four additional studies that used items from the statewide math assessment and from other large-scale state assessments. It also examined the use of the read aloud accommodation. The studies of the read aloud accommodations are a good beginning for addressing the impact of a

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