Helwig, R., Rozek-Tedesco, M. A., & Tindal, G. (2002). An oral versus standard administration of a large-scale mathematics test . University of Delaware Education Research and Development Center.
Helwig, R., Rozek-Tedesco, M. A., & Tindal, G. (2002). An oral versus standard administration of a large-scale mathematics test. 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 two forms of math achievement test. One form was administered as a typical standardized test and the other form was presented on a video monitor (each problem was read aloud and the words were shown on the screen).
A total of 1,513 students in grades 4, 5, 7, and 8 from across nine U.S. states completed both versions of the standardized mathematics achievement test. The principal study population investigated in this study consisted of students receiving special education service who either had an IEP identifying them as having a learning disability in the area of reading or were identified by their math teacher as a good candidate for a reading accommodation. A total of 47 students were identified in this way. This group was referred to as the Low Readers.
Participants were administered either an elementary or a middle school version of a standardized math achievement test. The test given to elementary school students was composed of items from one of the participating state's fifth grade multiple-choice mathematics statewide test. The test given to middle school students was composed of items from one of the state's seventh grade statewide mathematics test. Each of the items on both the elementary and middle school achievement tests was analyzed for total number of words, verb phrases, and difficult words present. The results of this analysis were used to detect difficult items.
The result suggest that low reading students performed significantly better when test items were read aloud on only one of the two forms and in only one grade level. The accommodation did not seem to benefit high readers. No significant interaction was found between basic skill level and testing format.