Tindal, G., Anderson, L., Helwig, R., Miller, S., & Glasgow, A. (2000). Accommodating students with learning disabilities on math tests using language simplification . University of Oregon Research Consultation, and Teaching Program.

Broken Link:
http://brt.uoregon.edu/rctp/rctppub/upload/MILLER.pdf

Language on one test was simplified in both the problems and the choices. This simplification process included the following steps: (1) indirect sentences were replaced with direct sentences, (2) the number of words in the problem was reduced, (3) conditional phrases were removed, (4) extraneous information was removed, (5) complex words were replaced by more simple words, and (6) information was organized in a more logical sequence.

A total of 48 students (62% male, 38% female) in grade 7 at a middle school (U.S.) participated. 32 students were from two low math general education classes, and 16 students (all with a specific learning disability; 33% of sample) were receiving special education services from a resource teacher. Most of the students (87%) were White, and 70% were receiving free or reduced lunch. 27 of the regular education students participated in the simplification accommodation, and all of the special education students received the accommodation.

Two forms of a math test were developed. The two forms were matched for both difficulty and problem type on a problem-for-problem basis. Next, one of the forms was simplified in the language used in both the problems and the choices.

After removing items that were of differential difficulty in the standard forms of each test, and simplifying one version, students with or without disabilities performed equally well in either condition: simplified or standard.