Weston, T. (2002). The validity of oral accommodation in testing . NAEP Validity Studies Panel. http://www.air.org/sites/default/files/downloads/report/weston_finalrevpdf_0.pdf
Weston, T. (2002). The validity of oral accommodation in testing. NAEP Validity Studies Panel. http://www.air.org/sites/default/files/downloads/report/weston_finalrevpdf_0.pdf
A mathematics test was read aloud (read-aloud) and performance on it was compared to that attained with an alternate form of the mathematics test taken under standard conditions (students read the test by themselves). The test had items reflecting two levels of reading difficulty (with text and without text involving calculation only.
A total of 121 fourth grade students participated: sixty-five (54%) with learning disabilities and fifty-six without disabilities (46%). They participated in both conditions, which were counter-balanced in order of administration.
The mathematics test served as one of the dependent variables (test was based on NAEP items). Also, the Terra Nova Reading test (third grade level) served as a criterion measure for scaling reading skill and ascertaining the covariation of performance enhancements. Ratings and rankings by teachers, as well as interviews with them, also were used to study the effects of the accommodation.
Although significant main effects were found for both groups of students and both forms of the test, an interaction also was found rendering the effect mute: A larger effect from the accommodation was found for students with disabilities. 'Much of the effect for learning disabled students occurs at lower reading levels where regular education students are not well represented in the this study' (p. 9). Finally, both types of math problems showed an effect from reading: the calculation as well as the word problems.