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

This study examined the impact of a student-reads-aloud (i.e., student reads text but aloud) accommodation on the performance of middle and high school students with and without learning disabilities on a test of reading comprehension.

A total of 311 students in grades 6–10 who took alternate forms of a reading test in a standard and an accommodated condition, from six schools (3 middle schools, 3 high schools) in an urban school district in the Southeast (U.S.), participated. Seventy-four percent of the sample (230 students) were students with learning disabilities.

A test made up of 3rd-5th grade reading passages, designed by the researchers, served as the dependent variable.

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, students with learning disabilities showed greater variability in their response to the accommodation.