Dolan, R. P., Hall, T. E., Banerjee, M., Chun, E., & Strangman, N. (2005). Applying principles of universal design to test delivery: The effect of computer-based read-aloud on test performance of high school students with learning disabilities . The Journal of Technology, Learning, and Assessment , 3 (7). https://ejournals.bc.edu/index.php/jtla
Dolan, R. P., Hall, T. E., Banerjee, M., Chun, E., & Strangman, N. (2005). Applying principles of universal design to test delivery: The effect of computer-based read-aloud on test performance of high school students with learning disabilities. The Journal of Technology, Learning, and Assessment, 3(7). https://ejournals.bc.edu/index.php/jtla
Notes
[no doi located]; Also downloadable from ERIC online database: https://eric.ed.gov/?id=EJ848517
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Summary
Accommodation
The study investigated not only group-wide effects, but also the individualized impact of computer-based read-aloud testing accommodations on student test scores.
Participants
Ten grade 11 and grade 12 students with learning disabilities from an unspecified state (U.S.) participated.
Dependent Variable
Each student was administered two equivalent forms of a U.S. history and civics test, one a traditional paper-and-pencil test, and the other in a computer-based read-aloud format.
Findings
The results of this study indicate a significant increase in scores on reading passages greater than 100 words using this technological aid. These results provide preliminary support for the potential benefits and usability of digital technologies in creating universally designed assessments that more fairly and accurately test students with disabilities.