Weston, T. J. (2003). The validity of oral accommodation in testing: NAEP Validity Studies . National Center for Education Statistics. http://nces.ed.gov/pubs2003/200306.pdf
Weston, T. J. (2003). The validity of oral accommodation in testing: NAEP Validity Studies. National Center for Education Statistics. http://nces.ed.gov/pubs2003/200306.pdf
Working Paper No. 2003-06, April 2003
Also available from ERIC: https://archive.org/details/ERIC_ED478424
This study examined three factors related to read-aloud accommodation in math. First, accommodated test scores were compared to non-accommodated scores for a sample of students with learning disabilities. Second was the relative benefit that students with learning disabilities received from read-aloud accommodations. Finally, the author examined the accuracy of information derived from accommodated and non-accommodated tests.
Participants consisted of 65 (54% of sample) grade 4 students with learning disabilities and 54 grade 4 students without disabilities.
All subjects took two matched forms of a mathematics assessment based on NAEP items: one form accommodated (read-aloud), and one form non-accommodated. All students also took the first part of the Third Grade TerraNova Reading test to determine reading level.
The findings revealed a statistical difference between the tests, and also between the two groups of students. Students with learning disabilities who are poor readers gained the most from the read-aloud accommodation. Results also suggest that the results on the accommodated test better match the teacher’s estimations of the students' mathematical abilities.