Hubbell, J. V. M. (2024). Examining reading comprehension accommodations for students with reading difficulties: The simple view of reading (Publication No. 31332316) [Doctoral dissertation, Michigan State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/3075013464

Michigan State University (East Lansing, MI)

Reading accommodation conditions (no accommodation, read aloud accommodation, or read aloud accommodations with vocabulary support and comprehension monitoring) were examined.

Seven students in grades 3 and 4 with poor decoding skills participated. Students underwent a screening process that identified students of average intelligence and reading comprehension skills; demographics are provided in the study.

Students participated in a reading assessment designed by the researcher that included expository reading passages and a measure of content word recall. Students completed the assessment under three conditions across multiple sessions. Conditions were: 1) with no accommodations, 2) with a read aloud accommodation, or 3) with a read aloud accommodation, vocabulary support, and comprehension monitoring.

None of the students demonstrated a statistically significant increase in reading comprehension while using the read aloud accommodation. Two students experienced a statistically significant increase in reading comprehension scores when utilizing both the read aloud accommodation and vocabulary support.