Fuchs, L. S. (2000). Research report on reading. The validity of test accommodations for students with learning disabilities: Differential item performance on reading tests as a function of test accommodations and disability status . University of Delaware Education Research and Development Center. http://www.doe.k12.de.us/aab/files/Atch5.pdf

Attachment study from the Inclusive Comprehensive Assessment Systems Project

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

Note: The reading report is a distinct item, first in order in the larger document published together / as a companion with the Research Report on Math.

Extended-time and student read-aloud accommodations were provided.

A total of 365 grade 4 students—181 students with learning disabilities (LD), and 184 students without LD—in Delaware (U.S). participated.

Students were administered third-grade reading passages from Monitoring Basic Skills Progress. Multiple-choice questions were developed for each passage. For each passage, students had 2 minutes to read and 3 minutes to answer questions.

Students with and without LD experienced similar boosts from extended-time. A greater proportion of students with LD manifested increases in performance with the read-aloud acommodation compared to students without LD.