Helwig, R., Rozek-Tedesco, M. A., & Tindal, G. (2002). An oral versus a standard administration of a large-scale mathematics test . The Journal of Special Education , 36 (1), 39–47. https://doi.org/10.1177/00224669020360010401

Journal Article

Helwig, R., Rozek-Tedesco, M. A., & Tindal, G. (2002). An oral versus a standard administration of a large-scale mathematics test. The Journal of Special Education, 36(1), 39–47. https://doi.org/10.1177/00224669020360010401

Tags

Elementary; Learning disabilities; Math; Middle school; No disability; Oral delivery; Reading; U.S. context

Summary

Accommodation

Students were provided the read-aloud accommodation via a video presentation.

Participants

Participants were 1,343 students in grades 4, 5, 7, and 8 from eight U.S. states. Twenty percent (n=272) of the participants had identified learning disabilities in reading.

Dependent Variable

Items were selected from a statewide multiple-choice math test (secured items; state with test of origin was not specified); items considered more difficult to read were specifically analyzed (test not named in article).

Findings

Elementary students with disabilities tended to perform better under the read-aloud condition; elementary general education students did not appear to receive a similar benefit from the accommodation. For middle school students, no disability status x test condition (standard vs. read aloud) was identified.