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
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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.