Woods, K. (2004). Deciding to provide a reader in examinations for the General Certificate of Secondary Education (GCSE): Questions about validity and inclusion . British Journal of Special Education , 31 (3), 122–124. https://doi.org/10.1111/j.0952-3383.2004.00342.x
Woods, K. (2004). Deciding to provide a reader in examinations for the General Certificate of Secondary Education (GCSE): Questions about validity and inclusion. British Journal of Special Education, 31(3), 122–124. https://doi.org/10.1111/j.0952-3383.2004.00342.x
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Summary
Accommodation
This study examined the effects of providing a read-aloud accommodated test to examinees in England, Wales, and Northern Ireland. Its purpose was to report whether reading age and self-prediction were accurate indicators of the need for read-aloud accommodations.
Participants
The participants consisted of 38 secondary students in the United Kingdom (UK) who were GCSE examination candidates.
Dependent Variable
The GCSE is a high stakes examination in England, Wales, and Northern Ireland. It is used as a predictor of future educational achievement. Extant assessment data were used.
Findings
The investigation found a low level of candidate need for a reader, with candidate reading age and self-prediction being unreliable indicators of this need.