Pennock-Roman, M., & Rivera, C. (2011). Mean effects of test accommodations for ELLs and non-ELLs: a meta-analysis of experimental studies. Educational Measurement Issues and Practice , 30 (3), 10–28. doi:10.1111/j.1745-3992.2011.00207.x

Journal Article

Pennock-Roman, M., & Rivera, C. (2011). Mean effects of test accommodations for ELLs and non-ELLs: a meta-analysis of experimental studies. Educational Measurement Issues and Practice, 30(3), 10–28. doi:10.1111/j.1745-3992.2011.00207.x

Notes

Sample size not applicable due to study design (meta-analysis)

Tags

Bilingual Dictionary; Bilingual Glossary; English Dictionary; English Glossary; Other Accommodation Type; Other language speakers; Package of Accommodations; Read Aloud in English; Read Aloud in Native Language; Simplified English; Single Accommodation; Spanish Speakers

Summary

Accommodation

English Dictionary, English glossary, English glossary pop-up, Plain English, Read aloud, picture dictionary, bilingual dictionary, bilingual pop-up glossary, dual language, Spanish version, small groups, extra time

Participants

Fifty ELL groups and 32 non-ELL groups from 14 studies from the U.S.

Findings

Based on systematically combining effect sizes from 14 individual studies including 50 groups of EL students and 30 groups of non-EL students this study summarized the most effective accommodations for EL’s and the relationships to time restrictions. Spanish language versions were most effective accommodation for EL’s with low English proficiency or who had received some of their instruction in Spanish. The Plain English condition was shown to be effective for intermediate and advanced English language proficient students. Other linguistic supports (dictionaries, glossaries, bilingual tests) were effective when students were also given additional time. Computer administrated glossaries were shown to be effective even when additional time was not permitted.