Barton, K. E. W. (2001). Stability of constructs across groups of students with different disabilities on a reading assessment under standard and accommodated administrations (Publication No. 3036177) [Doctoral dissertation, University of South Carolina]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304721157

University of South Carolina (Columbia, SC); ProQuest document ID: 304721157

Students were administered either the standard form of an assessment, or the assessment with oral delivery—read aloud by the test administrator, recorded audio or video, or computer-synthesized text-to-speech.

The sample consisted of 8,141 students with and without disabilities in grades 10 and 12 drawn from a statewide dataset of  scores from 1996, 1997, and 1998 administrations of the assessment in a state in the Southeast (U.S.). Participants with disabilities numbered 2,196 in total. Disabilities included speech/language, visual, hearing, physical, intellectual, emotional, and learning disabilities; comparisons were not made between students with each disability category.

A statewide reading assessment given to secondary students included six areas being tested: analysis of literature, decoding and word meaning, details, inference, main idea, and reference usage.

The results indicate that a similar construct was measured across both the standard form and the test form with the oral accommodation, and among students with and without disabilities. [See also Barton, K. E., 2002]