Burch, M. A. (2002). Effects of computer-based test accommodations on the math problem-solving performance of students with and without disabilities (Publication No. 3047429) [Doctoral dissertation, Vanderbilt University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/276450480
Vanderbilt University (Nashville, TN); ProQuest document ID: 276450480
Students completed tests under standard paper-and-pencil administration (without accommodations). In addition, students recorded their test responses using paper and pencils, using different testing accommodation conditions: (a) text-to-speech ("computer-read text"/CRT), (b) video presentation of word problem (V), (c) constructed responses (CR) using screen display tools to aid their development of test answers, and (d) all three test accommodations provided comprehensively (comprehensive accommodation/CA).
Eight teachers of grade 4 students with and without disabilities from six public schools in a metropolitan school district in the Southeast (U.S.) participated, primarily through selecting students and providing practice sessions for using accommodations prior to testing. Participants also consisted of 49 of these teachers' grade 4 students, including 18 students with reading disabilities, 15 students with reading and math disabilities, and 16 students without disabilities. Demographic data, training, and teaching experience were also reported for teachers, and student participants' demographics and basic math and reading skill data were collected before the repeated measures data collection began.
Several third-grade level math performance assessments were administered to assess the math problem-solving performance of students with and without disabilities. Students were provided practice opportunities for testing on paper as well as on the computer.
Students without learning disabilities (LD) scored higher than students with learning disabilities overall. In comparison to students without LD, students with both reading and math disabilities experienced large accommodation boosts in the following conditions: computer-read text (CRT), video (V), and all accommodations (CA). Students with only reading disabilities did not receive an accommodation boost larger than students without LD under any condition. Limitations of the study were reported, and future research possibilities were suggested.