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

The performance of students with and without learning disabilities (LD) was compared 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 a southeastern state (U.S.).

Two equivalent 30-item multiple-choice mathematics tests were used.

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.