Harris, L. W. S. (2008). Comparison of student performance between teacher read and CD-ROM delivered modes of test administration of English language arts tests (Publication No. 3321402) [Doctoral dissertation, University of South Carolina]. ProQuest Dissertations and Theses Global.

UMI# 3321402 University of South Carolina

Two administration modes were compared in terms of test factorial structure and student performance: (1) read-aloud administration delivered by a teacher following an oral script, and (2) computer delivery of the oral script by CD-ROM.

Students numbered 1,940 from grade 6; 2,063 from grade 7; and 1,832 from grade 8. All were students with disabilities, from various state-established disability categories, in South Carolina. For the purposes of the study, participants' disabilities were sorted into two categories: students with learning disabilities only, and students with learning disabilities and one or more other disabilities as well. Data regarding other demographic characteristics were also reported.

Extant data, scores on the English language arts large-scale tests administered to students with disabilities in grades 6, 7, and 8 were analyzed from the Palmetto Achievement Challenge Test (PACT) in South Carolina (U.S.). 

The results suggested factorial invariance between test administration modes. In addition, no significant difference in student performance across the two modes was found. Limitations of the study were reported, and future research possibilities were suggested.