Elbaum, B. (2007). Effects of an oral testing accommodation on the mathematics performance of secondary students with and without learning disabilities . The Journal of Special Education , 40 (4), 218–229. https://doi.org/10.1177/00224669070400040301
Elbaum, B. (2007). Effects of an oral testing accommodation on the mathematics performance of secondary students with and without learning disabilities. The Journal of Special Education, 40(4), 218–229. https://doi.org/10.1177/00224669070400040301
This study compared the performance of students with and without learning disabilities (LD) on a mathematics test using a standard administration procedure and an oral delivery by test administrator ("read-aloud") accommodation.
Analyses were conducted on tests scores of 625 middle and high school students (n=388 with LD) from three middle schools and three high schools in a metropolitan public school district in the Southeast (U.S.).
This study involved two equivalent 30-item multiple-choice mathematics tests.
Whereas mean scores for students both with and without LD were higher in the accommodated condition, students without disabilities benefited significant more from the accommodations (ES=0.44) than students with LD (ES=0.20). In addition, effect sizes from the present study were combined meta-analytically with those of previous studies. Results of the meta-analyses revealed that for elementary students, oral accommodations on a mathematics test yielded greater gains for students with LD than for students without disabilities; for secondary students the reverse was true. Limitations of the study were reported, and future research possibilities were suggested.