Grise, P., Beattie, S., & Algozzine, B. (1982). Assessment of minimum competency in fifth grade learning disabled students: Test modifications make a difference . The Journal of Educational Research , 76 (1), 35–40. https://doi.org/10.1080/00220671.1982.10885420

Students took one of three tests: modified, modified large-print, and standard. The tests were modified in the following ways: (a) order, (b) vertical format, (c) shape of answer bubbles, (d) sentences arranged unjustified, (e) passages placed in shaded boxes, (f) examples 'set off' from the test items, (g) arrows in the corners of pages that were part of continuing sections and stop signs replaced the ending pages, (h) a complete/modified test was prepared in standard type size (12 point) and a second version of the modified test was produced in large print (16 point).

A total of 344 students in grade 5 who had learning disabilities (LD) participated.

The reading portion of the Florida State Student Assessment Test for Grade 5 (SSAT-I) was used as the dependent measure.

In general, students with learning disabilities performed quite well on the modified versions of the test. The average overall percentage of items answered correctly was over 80%; the participating students' average performance score on the skills measured by the SSAT-I (Grade 5) also was greater than 80%. Performance on the regular-print and large-print versions of the test subsections was similar. The performance of students administered the modified SSAT-I was considered better than that of students with learning disabilities administered the standard version of this minimum competency test. Performance was affected by factors of test construction rather than skills, standards, or content of test items. [See also Beattie, Grise, & Algozzine, 1983; Beattie, 1982]