Helwig, R., Rozek-Tedesco, M. A., Tindal, G., Heath, B., & Almond, P. (1999). Reading as an access to mathematics problem solving on multiple-choice tests for sixth-grade students . The Journal of Educational Research , 93 (2), 113–125. https://doi.org/10.1080/00220679909597635
Helwig, R., Rozek-Tedesco, M. A., Tindal, G., Heath, B., & Almond, P. (1999). Reading as an access to mathematics problem solving on multiple-choice tests for sixth-grade students. The Journal of Educational Research, 93(2), 113–125. https://doi.org/10.1080/00220679909597635
One half of the standardized math test questions were presented in a standard test booklet format, and the other half was presented both on a screen and read aloud over monitor speakers, with the narrator not visible on screen.
Two-hundred forty-seven (247) grade 6 students, from 15 classrooms in four middle schools across three school districts in the western part of Oregon (U.S.), participated. Approximately 12% (n=30) were students in special education, 54% were male (46% female), and 85% were Caucasian. Additional demographic proportions were reported.
A one-minute oral reading fluency measure was used to distinguish high- and low-level ability readers. A 21 question basic math skill test including both computational and word problems was used to determine math ability level. Sixty questions from an unsecured version of a standardized test for grades 5–6 was used to measure the effects of the accommodation.
Students with low math ability (regardless of reading ability) scored significantly higher under the video accommodation condition. There appeared to be little or no association between how many words, syllables, long words, or other language variables were present in a given test item and the difference in success rate on the standard or video version of the test. However, students with combined low reading fluency and above-average performance on the math skills test experienced notable improvements when the selected items were read aloud.