Barton, K. E. (2002, April). A standard versus orally accommodated reading assessment for students with and without disabilities: An investigation of construct stability [Paper presentation]. Annual meeting of the National Council on Measurement in Education, New Orleans, LA, United States.

In addition to the regular form, many students participated in an oral accommodation (read-aloud) form of the test.

Data from 8090 students with and without disabilities, in grades 10-12, were included in the study. Disabilities included speech/language, visual, hearing, physical, intellectual, emotional, and learning disabilities.

The reading portion of a secondary level statewide assessment was used as the dependent variable. The assessment is a criterion-referenced test intended to identify student deficiencies.

It appears that a similar construct was measured among students with and without disabilities taking the regular form; likewise, it appears that a similar construct was measured among students with and without disabilities taking the oral accommodation form.