Bolt, S. E., & Thurlow, M. L. (2007). Item-level effects of the read-aloud accommodation for students with reading disabilities . Assessment for Effective Intervention , 33 (1), 15–28. https://doi.org/10.1177/15345084070330010301

The focus was on the read-aloud accommodation, and analytical efforts were made to factor out any effects of extended-time and small-group accommodations.

Data from three consecutive annual administrations of the math section of a statewide assessment program for 4,435 students in grades 4 and 8 in an unidentified state (U.S.) were available to the researchers for analysis. All were students with disabilities; more specifically, data from students who had reading disabilities were examined.

Data from only multiple choice math items from three consecutive annual administrations of the math section of a statewide assessment program were analyzed.

Within the elementary dataset, researchers identified a significant Accommodation Group × Reading Difficulty interaction effect, such that the accommodation appeared to more positively impact student performance on items that were classified as difficult to read. Limitations of the study were reported, and future research possibilities were suggested.