Elbaum, B., Arguelles, M. E., Campbell, Y., & Saleh, M. B. (2004). Effects of a student-reads-aloud accommodation on the performance of students with and without learning disabilities on a test of reading comprehension . Exceptionality , 12 (2), 71–87. https://doi.org/10.1207/s15327035ex1202_2

Effects of a student-reads-aloud accommodation—during which each student read text aloud to oneself—were examined on the test performance of middle and high school students with and without learning disabilities.

A total of 311 students in grades 6–10 from six schools (3 middle schools, 3 high schools) in an urban school district in a southeastern state (U.S.), participated. Of the sample, 230 students (74%) were students with learning disabilities, and the remainder had no disabilities.

A reading comprehension test composed of grades 3–5 reading passages, designed by the researchers, served as the dependent variable. Participants completed alternate forms of a reading test in a standard and an accommodated condition.

As a group, students’ test performance did not differ in the two conditions, and students with learning disabilities did not benefit more from the accommodation than students without learning disabilities. However, the scores of students with learning disabilities showed greater variability in their responses to the accommodation.