Meloy, L. L., Deville, C., & Frisbie, D. (2002). The effect of a read aloud accommodation on test scores of students with and without a learning disability in reading . Remedial and Special Education , 23 (4), 248–255. https://doi.org/10.1177/07419325020230040801

Journal Article

Meloy, L. L., Deville, C., & Frisbie, D. (2002). The effect of a read aloud accommodation on test scores of students with and without a learning disability in reading. Remedial and Special Education, 23(4), 248–255. https://doi.org/10.1177/07419325020230040801

Tags

Language; Learning disabilities; Math; Middle school; No disability; Oral delivery; Oral delivery, live/in-person; Reading; Science; U.S. context

Summary

Accommodation

Students were randomly assigned to two experimental conditions. In one condition the test was administered according to standard procedures; in the other condition the test was read aloud by test administrators to students.

Participants

A total of 260 students from two middle schools (grades 6, 7, and 8) in a district in the Midwest (U.S.) participated. Sixty-two (62) participants had reading-related learning disabilities ("LD-R"), and the remaining 76 percent of participants had no disabilities.

Dependent Variable

Participants were administered four tests from the Iowa Tests of Basic Skills (ITBS): Science, Usage and Expression, Math Problem-Solving, Data Interpretation, and Reading Comprehension.

Findings

Analyses revealed that students in both groups (LD-R and non-LD) achieved significantly higher test scores with the oral delivery (read-aloud) test administration.