Bolt, S. E., & Ysseldyke, J. E. (2006). Comparing DIF across math and reading/language arts tests for students receiving a read-aloud accommodation . Applied Measurement in Education , 19 (4), 329–355. https://doi.org/10.1207/s15324818ame1904_6

Journal Article

Bolt, S. E., & Ysseldyke, J. E. (2006). Comparing DIF across math and reading/language arts tests for students receiving a read-aloud accommodation. Applied Measurement in Education, 19(4), 329–355. https://doi.org/10.1207/s15324818ame1904_6

Tags

Disabilities Not Specified; Elementary; High school; Language arts; Math; Middle school; Multiple ages; Multiple content; No disability; Oral delivery; Reading; U.S. context

URL

https://www.tandfonline.com/loi/hame20

Summary

Accommodation

The purpose of this study was to examine the extent to which commonly held beliefs about testing accommodations, namely that the read-aloud accommodation allows for better measurement on a mathematics test than a reading/language arts test, was supported through an analysis of data from a statewide assessment program.

Participants

Three student groups were selected for comparison: (a) 5,000 randomly selected nonaccommodated students without disabilities (SS), (b) all nonaccommodated students with disabilities (NSD), and (c) students with disabilities who were coded as receiving the read-aloud accommodation with or without additional scheduling and setting accommodations (RA). Assessment data included those from the state's (U.S.) mathematics assessments for grade 4, grade 8, and grade 10, and from the reading/language arts assessments for grade 3, grade 7, and grade 11.

Dependent Variable

The extant data set of statewide assessment scores for mathematics and reading/language arts formed the dependent variable.

Findings

The read-aloud accommodation was associated with greater measurement problems on the reading/language arts section than the mathematics section of the test. Limitations of the study were reported, and future research possibilities were suggested.