Tindal, G. (2002). Accommodating mathematics testing using a videotaped, read-aloud administration . Council of Chief State School Officers. http://eric.ed.gov/?id=ED473011

Research Report
direct link: http://files.eric.ed.gov/fulltext/ED473011.pdf

Students participated in both standard and videotaped test administrations. During the videotaped administration the test items were read aloud individually, in a paced format, with visual prompting of the answer choices.

Approximately 2,000 students with and without disabilities in grades 4, 5, 7, and 8 were tested. Test scores were drawn from 10 U.S. states: Alabama, Colorado, Connecticut, Delaware, Louisiana, North Carolina, Oregon, Rhode Island, Texas, and Wyoming. About 40% of the students included in the sample had previously received accommodations in testing. Participants' disabilities were various, including primarily learning disabilities, intellectual disabilities, and speech disabilities. Demographic characteristics of the participants were also reported.

Fourth and seventh grade levels of a multi-choice mathematics test were administered in two different forms (videotaped and standard) in a counterbalanced order. Items were taken from a statewide assessment from one of the 10 states, although the state was not identified.

A main effect for both student classification and test administration was found for the elementary school students: Low achieving students outperformed students with IEPs and both groups benefited with a video-taped administration. For middle school students, a main effect was found for student classification; however, no main effects for the type of test administration (video versus standard).