Wolf, M., Jinok, K., & Kao, J. (2012). The effects of glossary and read-aloud accommodations on English language learners’ performance on a mathematics assessment . Applied Meaurement in Education , 25 (12), 347–374. https://doi.org/10.1080/08957347.2012.714693
Wolf, M., Jinok, K., & Kao, J. (2012). The effects of glossary and read-aloud accommodations on English language learners’ performance on a mathematics assessment. Applied Meaurement in Education, 25(12), 347–374. https://doi.org/10.1080/08957347.2012.714693
Tags
English Glossary; Other Accommodation Type; Other language speakers; Read Aloud in English
Summary
Accommodation
glossary, read aloud
Participants
Grade 8 and 9 students from urban and suburban school districts in two U.S. states
Findings
For English language learner (ELL) students engaging in a math assessment, the use of a glossary accommodation did not significantly impact their performance on the assessment. Furthermore, the use of a read-aloud accommodation provided mixed results with the ELL students, showing no significant effect for state X and a significant positive effect for state Y. State Y's testing policy had a more systematic approach with the implementation of the read-aloud accommodation compared with state X. Additionally, state Y students had likely received the read-aloud accommodation before in a systematic way, unlike state X.