Brown, P. J., & Augustine, A. (2000). Summary of the findings of the 1999–2000 screen reading field test: Inclusive comprehensive assessment system . University of Delaware Education Research and Development Center. https://udspace.udel.edu/handle/19716/2329
Brown, P. J., & Augustine, A. (2000). Summary of the findings of the 1999–2000 screen reading field test: Inclusive comprehensive assessment system. University of Delaware Education Research and Development Center. https://udspace.udel.edu/handle/19716/2329
(Publication T00-002.2) Attachment study from the Inclusive Comprehensive Assessment Systems Project
Students completed two versions of an assessment. One version was administered in the traditional paper and pencil format and the other was administered via a computer using screen-reading software.
A total of 206 grade 12 students from 11 high schools in two states (U.S.) participated in this study. Students who had reading difficulties (as measured by a standardized reading test) as well as students who did not have reading difficulties were included in the sample. The number of students with reading difficulties was not noted.
Two social studies and two science assessment devices were used in this study. The assessments were composed of publicly released NAEP (National Assessment of Educational Progress) items selected by local high school social studies and science teachers. On both versions of the assessments, items were matched for content area, process skill, and difficulty level assessed.
The results showed that students' reading scores for both the social studies and the science assessment students' reading score had a significant effect. Format (screen-reading versus paper/pencil) did not have a significant impact on the scores on this assessment when controlling for the students' reading abilities.