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Enhancing Accessibility for Students with Decoding Difficulties on Large-Scale Reading Assessments

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Název: Enhancing Accessibility for Students with Decoding Difficulties on Large-Scale Reading Assessments
Jazyk: English
Autoři: Gandhi, Allison Gruner, Ogut, Burhan, Stein, Laura, Bzura, Robin, Danielson, Louis
Zdroj: Grantee Submission. 2017.
Peer Reviewed: Y
Page Count: 12
Datum vydání: 2017
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A120110
Druh dokumentu: Reports - Research
Education Level: Grade 4
Intermediate Grades
Elementary Education
Descriptors: Testing Accommodations, Reading Difficulties, Decoding (Reading), Reading Tests, Measurement, Standardized Tests, Reading Comprehension, Reading Aloud to Others, Grade 4, Elementary School Students, Hierarchical Linear Modeling, Differences, Comparative Analysis, Diagnostic Tests, Individualized Education Programs, Statistical Analysis
Geografický termín: Ohio
Assessment and Survey Identifiers: Woodcock Diagnostic Reading Battery
DOI: 10.1177/0022219417714774
Abstrakt: This study reports findings from studies examining potential read-aloud accommodations on standardized reading comprehension assessments for students with decoding difficulties. Three types of accommodations were evaluated: question stems and answer options read aloud; question stems, answer options, and proper nouns read aloud; and full read-aloud. Drawing from a sample of 207 fourth-grade students with and without decoding difficulties, we used 3-level hierarchical linear modeling to assess whether there were significant differences between students with and without decoding difficulties in the effect of each accommodation relative to no accommodation. Analyses showed that, for the students with decoding difficulties, all 3 read-aloud accommodations had significant effects when compared with no accommodation at all, and these effects were significantly larger than for average readers (effect sizes: 0.49, 0.55, and 0.50, respectively). When non-individualized education program students were excluded from the group of students with decoding difficulties, the effect sizes became notably larger. [This is the online version of an article published in "Journal of Learning Disabilities."]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2017
Přístupové číslo: ED581650
Databáze: ERIC
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  Data: Enhancing Accessibility for Students with Decoding Difficulties on Large-Scale Reading Assessments
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– Name: Abstract
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  Data: This study reports findings from studies examining potential read-aloud accommodations on standardized reading comprehension assessments for students with decoding difficulties. Three types of accommodations were evaluated: question stems and answer options read aloud; question stems, answer options, and proper nouns read aloud; and full read-aloud. Drawing from a sample of 207 fourth-grade students with and without decoding difficulties, we used 3-level hierarchical linear modeling to assess whether there were significant differences between students with and without decoding difficulties in the effect of each accommodation relative to no accommodation. Analyses showed that, for the students with decoding difficulties, all 3 read-aloud accommodations had significant effects when compared with no accommodation at all, and these effects were significantly larger than for average readers (effect sizes: 0.49, 0.55, and 0.50, respectively). When non-individualized education program students were excluded from the group of students with decoding difficulties, the effect sizes became notably larger. [This is the online version of an article published in "Journal of Learning Disabilities."]
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        PageCount: 12
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      – SubjectFull: Testing Accommodations
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      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Decoding (Reading)
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Hierarchical Linear Modeling
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      – SubjectFull: Ohio
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      – SubjectFull: Woodcock Diagnostic Reading Battery
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      – TitleFull: Enhancing Accessibility for Students with Decoding Difficulties on Large-Scale Reading Assessments
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