Sireci, S. G., Scarpati, S. E., & Li, S. (2005). Test accommodations for students with disabilities: An analysis of the interaction hypothesis . Review of Educational Research , 75 (4), 457–490. https://doi.org/10.3102/00346543075004457

This article reviews numerous studies that focused on the effects of accommodations on test performance.

This study was a meta-analysis of the findings of 28 studies. The relevant studies appear to have been completed within the U.S. educational system.

This study was a meta-analysis.

Consistent conclusions were not found across studies because of the wide variety of accommodations, the various ways in which they were implemented, and the heterogeneity of students to whom they were given. But two consistent findings emerged: Extended time tended to improve the performance of all students, although students with disabilities tended to exhibit relatively greater score gains; and oral delivery accommodations on math tests were associated with increased test performance for some students with disabilities.