Effects of the Read Aloud Accommodation on Student Scores and Perceptions of Test

Abstract

The scores achieved on state accountability tests, college entrance exams, college aptitude exams, licensure tests and employment test have become an inescapable facet of measuring a person's abilities. These tests have particular influence over students in the secondary setting. The importance of these tests has led to the use of many different testing accommodations for students with disabilities. One particular testing accommodation, the read aloud accommodation, has proven to be very controversial. The read-aloud accommodation is defined as when test items, the questions and answer choices, are read out loud and verbatim to the students present, either by a test administrator or recorded presentation. This study focused on the effects the read aloud accommodation had on both students with and with specific learning disabilities. In particular the effects on students' test scores in the areas of mathematics and reading comprehension as well as the students' attitudes towards that effectiveness of the accommodation. The study consisted of 30 high school students, some of which had specific learning disabilities. These students completed two tests. Each test had a math and reading section. One test was read aloud and the other was not. The scores of these testing sessions were compared to examine for any effect on the students' scores. In addition the students were asked to comment on the testing sessions and the read aloud accommodation via a survey in an effort to obtain student attitudes towards its effectiveness. The results of this study, when added to the finding of previous research, may help decision makers determine whether this accommodation is effective both in practice and in the students' estimations as well as fair to use for only those students with specific learning disabilities.