One Feather, M. (2010). Test accommodations and standardized assessment for students with learning disabilities who are second language learners (Publication No. 3423834) [Doctoral dissertation, The University of Arizona]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/761141872

Dissertation
One Feather, M. (2010). Test accommodations and standardized assessment for students with learning disabilities who are second language learners (Publication No. 3423834) [Doctoral dissertation, The University of Arizona]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/761141872

Notes

The University of Arizona (Tucson, AZ); ProQuest document ID: 761141872

Tags

Breaks during testing; Clarify directions; Dictated response; Dictated response (scribe); Dictionary/glossary; Educator survey; Examiner familiarity; Extended time; K-12; Learning disabilities; Middle school; Multiple accommodations; No disability; Oral delivery; Oral delivery of directions only; Oral delivery, live/in-person; Paraphrasing; Reading; Signed administration; Small group; Specialized setting; U.S. context

URL

https://www.proquest.com/docview/761141872

Summary

Accommodation

This study examined the reported accommodations used by English learners (ELs), ELs with disabilities, and native English-speaking students with disabilities on the AIMS-DPA. Many different types of accommodations were used during testing, including extended time, repeated directions, test breaks, and small group administration. Translating the directions was a frequent accommodation for ELLs. Students received a varying number of accommodations during test-taking, ranging from 1–16 accommodations per individual student.

Participants

Grades 6 and 7 students from five middle schools in southern Arizona (U.S.) participated. Participants were divided into four groups: English (language) learners, English learners with learning disabilities, students with learning disabilities, and general education students (without specialized education programs).

Dependent Variable

Reading scores on the Arizona Instrument to Measure Standards-Dual Purpose Assessment (AIMS-DPA) were analyzed.

Findings

Number, but not type, of accommodations was positively correlated with reading performance, though this correlation was not significant. Reading scores differed by grade (6, 7) and by group (ELLs, ELLs with LD, LD, general education students), but these differences were not significant.