Lee, D., & Tindal, G. (2000). Teachers perception on students’ reading performance and test accommodation . University of Delaware Education Research and Development Center.

Attachment Study from the Inclusive Comprehensive Assessment Systems Project

Broken Link: http://www.doe.state.de.us/aab/DSTP_research.html

Students completed math word problems in a standard booklet version and a video taped version in which test items were read aloud. The standard version had multiple problems displayed across opposing pages while the video version had only one problem per page.

A total of 752 elementary school students (483 grade 4 students and 269 grade 5 students) and 863 middle school students (510 seventh grade students and 353 eighth grade students) participated. These students were drawn from numerous public schools in eight participating states—Alabama, Delaware, Louisiana, North Carolina, Oregon, Rhode Island, Texas, and Wyoming (U.S.). Teachers rated students according to their perceived performance in reading (low or high). A total of 169 students with disabilities participated.

A multiple-choice state math test, two reading passages from a commonly used basal reading series, and computation problems from a variety of nationally distributed mathematics text books were administered in both the standard and accommodated conditions.

The general education low readers significantly outperformed the special education students with an IEP in reading on both assessments. In both groups, students performed better under the video testing condition than the standard testing condition.