Smith, G. W. (2010). The impact of a noise-reducing learning accommodation utilized by students with learning disabilities during an independent reading inventory (Publication No. 3402556) [Doctoral dissertation, Clemson University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304677061

Clemson University (Clemson, SC); ProQuest document ID: 304677061

The effects of a noise-reducing learning accommodation for students with learning disabilities was examined.

Students in grades 3, 4, and 5 from two schools in South Carolina (U.S.) participated. Participant groups included 163 students in general education, 39 students deemed at-risk of academic failure, 35 students with learning disabilities, and 17 students with other disabilities. Other disabilities included emotional behavioral disabilities, speech or language impairments, other health impairments, developmental disability (n=1), and multiple disabilities (n=1). Other demographics including gender and socioeconomic status proxy (lunch funding status) were also reported.

Narrative text segments of a reading performance assessment called the Qualitative Reading Inventory-5 (QRI-5; Leslie & Caldwell, 2011) were used to measure reading comprehension. Students were also interviewed about their perspectives on their test-taking experiences, including their perceptions of the accommodation provided.

Noise-reducing headphones had a positive relationship with results on the reading comprehension assessment for students with learning disabilities. Students with learning and other disabilities showed the most improvement while wearing the noise-reducing headphones, while students in general education demonstrated the least improvement. Of the 24 interviewed students, 21 indicated that they would choose to wear the noise-reducing headphones during class if they were allowed to.