Barton, K. E., & Huynh, H. (2003). Patterns of errors made by students with disabilities on a reading test with oral reading administration . Educational and Psychological Measurement , 63 (4), 602–614. https://doi.org/10.1177/0013164403256363

Journal Article

Barton, K. E., & Huynh, H. (2003). Patterns of errors made by students with disabilities on a reading test with oral reading administration. Educational and Psychological Measurement, 63(4), 602–614. https://doi.org/10.1177/0013164403256363

Tags

Emotional/Behavioral disability; High school; Intellectual disabilities; Learning disabilities; No disability; Oral delivery; Oral delivery of directions only; Physical disability; Reading; U.S. context

URL

http://epm.sagepub.com/cgi/reprint/63/4/602

Summary

Accommodation

This study examined differences in the types of errors made by students with disabilities on a multiple choice reading test administered under oral reading (read-aloud) accommodations.

Participants

The participants included 2,924 grade 12 students from throughout South Carolina (U.S.). Approximately 65% of the sample had learning disabilities, 15% had intellectual disabilities, and 13% had no disability.

Dependent Variable

The study was based on extant statewide data from the 1996, 1997, and 1998 administration of the Oral Accommodation form of South Carolina’s statewide reading test.

Findings

The study indicates that when errors were used as an extra factor in exploring the nature of proficiency, the reading construct varied only slightly across disability groups. The results indicated that it is safe to apply the same meaning to test scores for these groups even when the test is administered under different accommodations.