Middleton, K. V. (2007). The effect of a read-aloud accommodation on items on a reading comprehension test for students with reading-based learning disabilities (Publication No. 3281388) [Doctoral dissertation, The University of Iowa]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304858387

The University of Iowa (Iowa City, IA); ProQuest document ID: 304858387

The effects and appropriateness of an oral delivery ("read-aloud") accommodation, provided to students during an assessment via CDs on individual CD players with headsets, were investigated. For the conditions with oral delivery and without oral delivery, extended time ("time and one-half") was provided.

A total of 1,181 grade 4 and 847 grade 8 students from 84 schools throughout New Jersey (U.S.) participated. Students without disabilities (N=1,125), and students with reading-based learning disabilities (RLD; N=903), were compared: Students without reading-based learning disabilities who did not receive an accommodation (NRLD-non-accommodated) were compared to NRLD-accommodated students, and RLD-accommodated and RLD-non-accommodated students. Demographic characteristics including sex and ethnicity were reported.

Participants completed the Gates-MacGinitie Reading Tests (GMRT), Fourth Edition, subtest measuring reading comprehension. Two parallel forms were used—Form S and Form T, which consisted of 48 multiple-choice items, pertaining to 11 short reading passages.

In most cases, it was found that tests were relatively easier for RLD students when administered under accommodated than under non-accommodated conditions. Results were clearer for grade 4 than for grade 8 students. These results also suggest that the construct for RLD students is more similar to the construct for NRLD students when both groups are assessed without the read-aloud accommodation than when the RLD students are assessed with the accommodation. Limitations of the study were reported, and future research possibilities were suggested.