Meloy, L. L., Deville, C., & Frisbie, D. (2000, April). The effect of a reading accommodation on standardized test scores of learning disabled and non learning disabled students [Paper presentation]. Annual meeting of the National Council on Measurement in Education (NCME), New Orleans, LA, United States. https://eric.ed.gov/?id=ED441008

Downloadable from ERIC database: http://files.eric.ed.gov/fulltext/ED441008.pdf

One group of students (127) received the read-aloud accommodation, and the other group of students (133) did not. All but three of the read-aloud administrations took more time than standard administrations (extended-time).

260 students (grades 6-8) from two middle schools in a midwestern state (U.S.) participated. There were 129 females and 131 males in the sample. 62 (24%) of the students were currently identified as having learning disabilities and difficulties in reading, and were receiving special education services.

Tests from Form L of the Iowa Tests of Basic Skills were used. All tests were given on grade-level (Level 12 for grade 6, Level 13 for grade 7, and Level 14 for grade 8). All four sections of the test were used (Science, Usage & Expression, Math Problems, & Reading Comprehension).

The mean scores for the students without learning disabilities within both administration conditions were higher than those for the corresponding group of LD-R students. Both the students without disabilities and students with learning disabilities scored higher on all tests under the read aloud conditions than under standard conditions. The mean difference between conditions was larger for the students with learning disabilities (although not significantly larger). A two-way analysis of variance with test administration condition and student status (non LD/LD-R) as the two fixed factors indicated that although the main effects for test administration condition and student status were significant, the interaction effects were not significant.